Recomposição da aprendizagem: uma análise da estratégia adotada pós-pandemia no município de Ponta Porã - MS

Abstract

The present research, titled “Learning Recovery: an analysis of the post-pandemic strategy adopted in the municipality of Ponta Porã-MS,” aims to analyze the Learning Recovery (LR) Project concerning the literacy and language skills of children in the early years of elementary education, as well as the implementation process of LR in two schools within the municipal education network of Ponta Porã, in Mato Grosso do Sul (MS). The specific objectives were to investigate what Learning Recovery is; to identify how the organization and development of this methodological strategy occurred in two schools within the municipal education system; and to analyze the perception of the teachers at the investigated institutions regarding the process and the results achieved by the LR proposal adopted in Ponta Porã-MS. The Learning Recovery Project was a teaching strategy implemented in 2022, following the return to in-person activities, due to the learning losses caused by the Covid-19 pandemic. To answer the guiding questions of this study, a qualitative approach was adopted. Initially, a bibliographic review was conducted, identifying productions such as theses, dissertations, and articles related to LR. It is worth mentioning that there is a scarcity of works in the databases concerning the term Learning Recovery, which was expected since it is a term used post-pandemic to indicate the content that was not developed. Regarding the documentary research, documents prepared by the Municipal Secretariat of Education, Sports, Culture, and Leisure of Ponta Porã (SEME) and other materials provided by private institutes that evidenced the foundations and methodological guidelines for the execution of the Learning Recovery Project were analyzed. To analyze the strategy and its effectiveness from the perspective of the teachers, field research was conducted in two schools within the municipal public education network of Ponta Porã (schools A and B). These schools serve students aged 6 to 11, from 1st to 5th grade. The research included 11 teachers (six from school A and five from school B) and three coordinators (one from school A and two from school B). The analysis of the diagnostic assessment sheet used after each LR period was carried out, containing quantitative data that demonstrated the students' progress, or lack thereof, from one level to another. The results revealed that the actions developed in the Learning Recovery Project had some advances. However, factors encountered in the school routine, such as student absences, lack of parental involvement in the child's school process, the implementation of the strategy without prior training for the teacher and/or without theoretical support, clear guidance during application, along with the short period in which the strategy was adopted/imposed, limited the achievement of even more significant results. It is essential to emphasize the importance of continuing the Project and/or actions in the municipal schools of Ponta Porã-MS, as students need time to recover all the education affected by the pandemic.