Análise do Êxito dos Estudantes do Ensino Médio Integrado após a Implantação do Ensino Remoto Emergencial

Abstract

This research focuses on the research line of Educational Practices in Professional and Technological Education (PTE). Considering the pandemic scenario experienced in Brazil and worldwide from late 2019 to recent years, numerous public and institutional policies were implemented by governments and educational institutions, respectively, to mitigate the harmful effects caused by this disaster. Therefore, the research sought to answer the following question: To what extent did the implementation of Emergency Remote Teaching (ERT) technology reflect on the success of Integrated High School (IHS) students in Professional and Technological Education (PTE) at the Federal Institute of Goiás (IFG) - Campus Anápolis? It is understood that this question began to take shape when computers were loaned to students enrolled in Integrated High School courses at the institution, who, due to the pandemic outbreak, started their school activities through Emergency Remote Teaching. The general objective is to analyze the success of IHS students in PTE at IFG - Campus Anápolis in the process of technological implementation of ERT. Focused on the Educational Practices in Professional and Technological Education (PTE) research line, the study is of an applied nature with a qualitative approach; as for the objectives, it is exploratory research; and regarding the procedures, it is bibliographical research with documentary support and field research. Based on the Historical-Dialectical Materialism (HDM) method, the research uses the analysis of some theoretical assumptions, thus, for the understanding of education and technology, it was based on Araújo (2020, 2023); Echalar, Oliveira, and Araújo (2020); Behar (2020); Vieira Pinto (2005) and Feenberg (1999, 2003, 2013). For studies on Youth and Adult Education (YAE) and Technical and Technological Education (TTE), it was based on Frigotto (2005, 2009); Ciavatta (2005); and Ramos (2005, 2017); and finally, to address retention and subsequent student success, it relied on Carmo (2010, 2018, 2022); Tinto (2003, 2009, 2012, 2017); Cola (2022); among others. After analysis, it was concluded that students' narratives are intrinsically linked to the fundamental elements of permanence, persistence, and a sense of belonging. These aspects are supported by the interaction between family, the institution, and the individual efforts of students to ensure the success of the educational process. To contribute to reflections on the reality that each student experienced during Emergency Remote Teaching, a Digital Book was created as an Educational Product in the Didactic-Formative Material category, entitled "Reflective Narratives," which focuses on the narratives of some students.