As crianças já não querem aprender. E o impacto da desigualdade no ensino municipal bauruense

Comunidade escolar enfrenta dificuldades de adaptação na pandemia. Sem estrutura, crianças demonstram desinteresse e familiares tentam lidar com a desigualdade no acesso às aulas; especialistas apontam riscos para desenvolvimento e aprendizagem infantil

Publicado em 13 de maio de 2021

Entrada de escola municipal (Foto: Leticia Garcia)
Por Letícia Garcia

A rede municipal de ensino de Bauru iniciou o ano letivo de forma remota em 10 de fevereiro de 2021. Escolas foram orientadas para retornar às aulas presenciais gradativamente, diferente de 2020, quando não havia essa proposta pela prefeitura.

O Decreto Nº 15.245, de 21 de janeiro de 2021 estabeleceu o sistema de “coortes”. O termo, que vem do latim “cohorte”, faz referência a uma estratégia de subdivisão das unidades militares romanas, utilizada pelo Império Romano em campo de batalha. Pelo decreto, as coortes são grupos formados por 7 a 8 alunos para assistirem as aulas separadamente, em dias alternados. 

Maria do Carmo Kobayashi, secretária municipal de Educação, recebeu “alguns professores do Sistema Municipal de Educação” no dia seguinte à publicação do decreto, conforme site da prefeitura. Na ocasião, as escolas foram orientadas a se reunir com pais de alunos e alunas matriculados regularmente, e discutir a organização e estrutura das escolas para atendimento presencial de estudantes durante a pandemia. Segundo informado ao J2, os pais puderam escolher se mandariam ou não seus filhos às escolas.

As aulas presenciais escalonadas tiveram início ainda em fevereiro, e durou duas semanas, por conta do avanço dos casos de covid-19 na cidade, conta D.*, professora de uma Escola de Ensino Fundamental (EMEF) que prefere não se identificar.

D. relata que, no ensino municipal,  “os grupos de alunos são formados de acordo com o tamanho das turmas e cada escola decide a forma de identificar esses grupos internamente”. O sistema é uma forma de atender o retorno graduado das aulas, estabelecido pelo Governo do Estado no Plano São Paulo.

Conhecido como ‘ensino híbrido’, o revezamento de aulas presenciais e virtuais  define que, no mesmo dia, parte da turma deve estar na escola, enquanto o restante assiste às aulas em casa. Segundo D., “não é isso que vem acontecendo nas escolas municipais”.

A servidora afirma que não existe determinação da Secretaria Municipal de Educação para que as aulas sejam transmitidas ou gravadas para quem optar ficar em casa, e por isso considera que o método não está sendo aplicado como deveria. “Ministramos aula para os alunos que estão na sala de aula, mas os que permaneceram remotamente não têm essa oportunidade”, relata.

Indagada sobre a afirmação da professora, a Secretaria Municipal de Educação afirmou à reportagem: “Tendo em vista a impossibilidade de acesso à internet de grande parte dos alunos,  a transmissão ao vivo das aulas não estava prevista”. Ainda segundo a secretaria, o currículo escolar foi adaptado pela equipe técnica da secretaria, em conjunto com as equipes pedagógicas das escolas. 

Os relatos evidenciam que o ensino municipal está na contramão da Lei de Diretrizes e Bases da Educação Nacional (Lei nº 9.394/1996), que determina o ensino básico como prática a ser ministrada com base na “igualdade de condições para o acesso e permanência na escola”. 

Maria Eduarda, 8, aluna da EMEF Thereza Tarzia Irmã Rosamaria Tarzia, realizando atividades escolares em casa (Foto: Aline Bettil/Arquivo pessoal) - #PraCegoVer Foto tirada na vertical. Foto frontal de uma criança sentada diante de uma mesa de vidro, realizando atividades com caderno e lápis sobre a mesa. A criança veste camiseta branca e short azul claro estampado. A criança também usa um laço amarelo na cabeça e óculos de armação arredondada.
Defasagem no aprendizado e ensino

Aline Bettil trabalha como autônoma e conta que sua filha perdeu a vontade de fazer atividades da escola. Aos 8 anos, Maria Eduarda regrediu na capacidade de leitura e escrita, segundo avaliação da mãe. A criança é aluna da EMEF Thereza Tarzia Irmã Rosamaria Tarzia, localizada no Núcleo Habitacional Nobuji Nagasawa.

Para D., estudantes do ensino fundamental nesse momento terão defasagem de ensino por muitos anos. “O desafio do professor é trabalhar isso. Além do conteúdo do ano, temos que retomar o conteúdo do ano anterior, porque na realidade muitos desses alunos não conseguiram acompanhar”. 

Questionada se tem conseguido acompanhar as atividades da filha Maria Eduarda, Aline comenta que consegue, “mas não é a mesma coisa de uma pessoa que estudou para isso”. E completa: “além de que faz 10 anos que eu terminei meus estudos”. 

Consequências psicossociais 

Mariana Ferraz, mestranda em Psicologia do Desenvolvimento e Aprendizagem, lembra que além do ensino, a falta de acompanhamento pode trazer consequências para o desenvolvimento físico, cognitivo e social das crianças. “As crianças estão em desenvolvimento físico e cognitivo, aspectos que são estimulados dentro da sala de aula”, aponta.

De acordo com o estudo “Saúde Mental e Atenção Psicossocial na pandemia COVID-19: crianças na pandemia Covid-19” da Fundação Oswaldo Cruz (Fiocruz), “todas as crianças estão suscetíveis às repercussões psicossociais da pandemia”.

Fabiana Oliveira, dona de casa, conta que durante a pandemia tem percebido em seu filho Lorenzo, de 4 anos,  um comportamento “desanimado e preguiçoso” para fazer as atividades escolares da EMEI Pinóquio, onde estuda. A mãe acredita que isso acontece pela falta de rotina, do contato com as professoras e os ‘amiguinhos’. “Se pra mim, que não trabalho fora, já tem sido difícil, eu fico imaginando o que outros pais têm passado”, comenta.

Sabrina Cardoso Tavares, pedagoga e mestranda em Psicologia do Desenvolvimento e Aprendizagem, explica que, “na infância, é imprescindível ofertar momentos que oportunizem experiências adequadas e significativas, estimulando a cognição e modificando as estruturas cerebrais, pois este período é crucial para a maturação do intelecto, no qual vai influenciar todo nosso percurso como sujeito aprendente ao longo da vida”.

Cartaz educativo da EMEI Pinóquio, localizada no bairro Vila Higienópolis (Foto: Letícia Garcia/Jornal Dois) - #PraCegoVer Foto tirada na horizontal. Foto de um cartaz colado no portão da EMEI Pinóquio. O cartaz é colorido e tem desenhos de rostos usando máscaras e desenhos do vírus da covid-19. O cartaz explica como devem ser utilizadas as máscaras de proteção contra a covid-19. Contém, em destaque, os dizeres: “Eduque com exemplo. Use a máscara corretamente”.
O que dizem organizações internacionais

Tendo em vista as diferentes realidades brasileiras, as opções de atividades para a continuidade das aprendizagens em casa não estão se dando de forma igual para todos”, aponta Florence Bauer, representante do Fundo das Nações Unidas para a Infância (UNICEF) no Brasil.

Marlova Jovchelovitch Noleto, diretora e representante da Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO) no Brasil, afirma que “o momento é de comunicação e integração entre as áreas da saúde e da educação, para determinar a viabilidade da reabertura das escolas.” 

Em concordância, a Organização Pan-Americana da Saúde/Organização Mundial da Saúde (OPAS/OMS) defende que a reabertura segura das escolas é a forma de garantir os direitos das crianças e adolescentes à educação de qualidade.

Sobrecarga de trabalho

A rede municipal tem 90 escolas: são 65 de educação infantil, 16 de ensino fundamental e nove de jovens e adultos. Durante a pandemia, além dos desafios pedagógicos tradicionais, os professores tiveram que aprender a utilizar novas ferramentas tecnológicas, adaptar suas aulas a esse novo cenário e, em alguns casos, até adquirir novos equipamentos e planos de internet.

J.*, funcionária da EMEI Pinóquio, desabafa: “As informações passadas [pela Secretaria Municipal de Educação] mudam o tempo todo, e a gente tem que se desdobrar para fazer as alterações necessárias e atender pais e alunos”. 

Portão da EMEI Abigail Flora Horta, no Centro, trancado com cadeado durante a suspensão das aulas presenciais na pandemia (Foto: Letícia Garcia/Jornal Dois) - #PraCegoVer Foto tirada na vertical. A foto é aproximada e mostra o portão da escola trancado com um cadeado. O portão é verde, e entre suas grades é possível ver um trecho de piso tátil, degraus de uma escada e o corrimão da escada. A escada e o corrimão também são verdes. Ao fundo, estão duas paredes de salas da escola. As paredes são azuis, e uma delas tem o nome da escola pintado em branco, que aparece incompleto na foto.

“O professor, além de todos os desafios pedagógicos enfrentados, precisa ainda ‘correr atrás’ (literalmente) dessas famílias, para que os alunos entreguem as atividades. E sem contar que somos vistos por muitos como “vagabundos” que não querem trabalhar e têm seu salário garantido no final do mês”, relata D. 

Nayrane Peixoto, pedagoga, explica que os professores tiveram que se reinventar para continuarem a desenvolver o aprendizado das crianças na pandemia e que, sem a colaboração dos familiares, “muitas vezes, as atividades nem chegam às crianças”.

O atendimento presencial de parte dos estudantes começou no dia 26 de abril e foi até 7 de maio, conforme a Secretaria de Educação. 

Esse atendimento foi agendado e prioritário para alunas e alunos convocados de acordo com os critérios das equipes escolares.  “Devem ser priorizados os alunos que não possuem acesso à internet, que apresentam dificuldades em realizar as atividades (não estão devolvendo os cadernos de atividades propostos anteriormente), estão em situação de vulnerabilidade social”.

Sobre o funcionamento dos atendimentos, D. conta que os professores e professoras têm duas horas de atendimento para tirar dúvidas, uma vez por semana.  

Desde o dia 10 de maio, houve o retorno das coortes, conforme contato telefônico com a EMEI Abigail Flora Horta; EMEF Nacilda de Campos, do bairro Jardim Tv; e a EMEF Ivan Engler de Almeida, do bairro Jardim Vitória. Esse retorno estava condicionado à análise da situação dos casos de covid na cidade, de acordo com a Secretaria de Educação. 

O Jornal Dois publicou no dia 1 de maio relatório que aponta abril como o mês em que mais houve contaminação por covid-19 na cidade, desde o início da pandemia. Foram 5.204 pessoas contaminadas. O número de mortes é menor que o aumento registrado pelo estado e pelo país.

Vacinação dos servidores

Em fevereiro de 2021, o Jornal Dois informou sobre a paralisação dos servidores da rede municipal contra aulas presenciais na pandemia. Além do oferecimento de condições seguras de trabalho presencial, uma das reivindicações da greve foi a vacinação prioritária dos profissionais da Educação.

Quase dois meses depois, no dia 12 de abril, a aplicação da primeira dose da vacina contra a covid-19 teve início, tendo como público alvo professores da rede municipal, estadual e particular acima de 47 anos, concluída 4 dias depois. Ao todo, foram aplicadas 2.580 doses da vacina, segundo informação do site da prefeitura.

A segunda dose da vacina para profissionais da Educação da rede pública e privada foi aplicada do dia 11 ao 13 de maio. 

Uma nova vacinação da primeira dose para os que não conseguiram tomar o imunizante no mês passado acontece nesta quinta-feira, 13 de maio.

*Os nomes foram alterados para preservar a identidade das pessoas entrevistadas.

Acredita no nosso trabalho?         
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  36. Ótima reportagem! Interessante conhecer a situação das escolas em Bauru, que se assemelha tanto a de outras cidades do Estado. Parabéns para a jornalista Le Garcia e para a equipe.

  37. Reportagem interessantíssima, lembrei do homeschooling e pensei se para escolas públicas e privadas teriam o mesmo resultado ao considerar a pandemia.

  38. Reportagem completa e esclarecedora. É muito importante para a sociedade o trabalho da imprensa para divulgar os desafios da educação em meio a pandemia. Parabéns à jornalista Letícia Garcia.

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