Assessment of educational policies for emergency remote Education and the post-pandemic: a study based on the legal frameworks of the state school system of Roraima, Brazil

Abstract

This article provides an assessment of the legal framework built during the social isolation phase of the Covid-19 pandemic, by the Federal Government and the State Government of Roraima, regarding the provision of Emergency Remote Teaching (ERE). This is a research with a qualitative approach, developed through document analysis and bibliographical research, with the selection and categorization of all educational regulations issued by the Union and the state of Roraima in the years 2020 and 2021, as well as articles that deal with of the theme of ERE in the Scielo database and in the Capes Catalog of Theses and Dissertations. The normative instruments that sought to guarantee the right to education of children, young people, and adults in Basic Education when school attendance was prohibited were highlighted. Among the main conclusions, it was found that the lack of infrastructure and technological knowledge of school communities were obstacles, as the bibliography shows, even though legally there was a significant effort from the Roraima Government to guarantee autonomy to schools in offering ERE.

Emergency Remote Teaching; Pandemic; Public policy