Resumo

RODRIGUES DE ALMEIDA, Patrícia; BITENCOURT SOSTER LUZ, Charlene; HUN, Hildegard Susana  e  FOSSATTI, Paulo. Relationships in the post-pandemic school environment: confronting the return to presential classes. Rev. Actual. Investig. Educ [online]. 2021, vol.21, n.3, pp.275-302. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v21i3.46287.

This study intends to bring some reflections on how the relations will take place in the school environment, in elementary schools, in the post-pandemic period, understanding that the environment on return to school will need some confrontations due to the social distance caused by COVID-19. The methodological approach used is qualitative with multiple case studies of municipal elementary schools in the city of Canoas in the state of Rio Grande do Sul. The data was collected by sending a questionnaire to the teachers of these institutions. Bardin's Content Analysis (2011) was used to analyze the results obtained in the questionnaire. As a result, we realized the importance of thinking about the demand for relationships back to school, in the school environment, as we face a moment of originality and uncertainty. So, as the main results of the research, we found that 89% of the teachers surveyed intend to take advantage of some active method of teaching and learning in the post-pandemic; 91.1% believe in the importance of working on behavioral issues in the classroom; 82.1% of the surveyed teachers are afraid to face the demands of learning gap using hybrid teaching. Therefore, the pandemic provided the professional development of teachers that will be taken to return to face-to-face classes, along with work on behavioral issues and there is anxiety about hybrid teaching.

Palavras-chave : school attendance; pandemics; classroom.

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