POLÍTICA DE RECOMPOSIÇÃO DA APRENDIZAGEM: PRÁTICA PEDAGÓGICA DE PROFESSORES EM UMA ESCOLA ESTADUAL NO MUNICÍPIO DE LADÁRIO/MS

Abstract

The Covid-19 pandemic imposed social distancing measures that resulted in the adoption of remote learning as an emergency alternative to the interruption of in-person school activities. In 2022, with the return to fully in-person teaching, it was observed that the resumption of activities did not occur in the same way as before the pandemic. In this new context, the federal and state governments of Mato Grosso do Sul implemented plans aimed at recovering learning, focusing on specific strategies to reinforce and consolidate students' knowledge. In this scenario, this research aims to understand how, and to what extent, the educational regulation policy, which operates through external evaluation, has interfered in the learning recovery policy developed by state schools located in the municipality of Ladário, MS, as part of the Learning Recovery Plan. This is a qualitative research, based on the dialectical materialist method, which articulates bibliographic review and interviews with teachers and pedagogical coordinators. This study seeks to understand the impacts of educational regulation policies on remedial actions, identifying the challenges, potential, and limitations of the strategies adopted, in order to support reflections on the effectiveness of the practices implemented in the investigated context.