REMOTE EDUCATION STRATEGIES IN TIMES OF PANDEMIC: THE CASE OF THE ESCOLA TÉCNICA ESTADUAL AGRÍCOLA ANTONIO SARLO (BRAZIL, RJ)
According to the Summary of Social Indicators, in 2018, in Brazil, 27.6% of people had restrictions on education and 20.1% on the internet; thus demonstrating the difficulty of distance learning mainly in the public network. This situation has demanded a new attitude from professionals, in order to assist students in the public school system in this moment of serious health crisis. In this perspective, this text has as main objective to talk about the experience that has been developed by educators that work in the formation of Technicians in Agriculture in the Escola Técnica Estadual Agrícola Antonio Sarlo (ETEAAS) - linked to the Fundação de Apoio à Escola Técnica (FAETEC), located in Campos dos Goytacazes/RJ, Brazil - aiming to reduce the impacts caused by remote education and with interdisciplinary strategies to access students. It is necessary to mention that the “solver” established by the FAETEC was the adoption of the distance learning mode for the total non-stop of activities. From the point of view of the subjects of the National Common Curricular Base the issue could be solved with the Learning Trails. The path outlined by the FAETEC Network, however, did not have much effect on students, since they were demotivated by the access to the distance learning platform. Among the causes reported by students are: poor internet and the lack of a computer. The solution found by a group of teachers was to include new tools in the educational path, among them, social networks: whatsapp and Instagram, since these networks were frequently accessed by a large part of the students. The objective when inserting them was to create new interdisciplinary strategies for greater affectation, involvement, and for the production of knowledge. With the creation of a Whatsapp group entitled “Horta during quarantine”, students and educators were able to follow daily the evolution and management adopted in agricultural production; answer questions about insect, disease control/prevention; nutritional deficiencies; application of natural mixtures and use of biological control to guarantee plant health (protection of plants from attack by pests). The Instagram account (@agricola.eteaas) proved to be efficient because all the activities worked on in the school (with photos and video) were disseminated, from planting to harvest, thus keeping production and the desire to return to practical classes by students. Lives on Instagram have also been used by educators and have served as an element of rapprochement between teachers, students and the community. In an environment of exchange of knowledge and dialogue between different disciplines, teachers and guests make relevant questions for the personal and professional training of students. The proposed actions were important from the point of view of popularizing the activities developed by ETEAAS and involving students. The text is justified by finding in the questions asked and in the developed proposal an additional possibility for other teachers to experience singular work situations in this moment of profound changes, so that significant learning, in fact, happens for students.