ENSINO REMOTO: UM ESTUDO SOBRE A EVASÃO E O ABANDONO DOS ALUNOS NO ENSINO MÉDIO DURANTE A PANDEMIA

Abstract

The present work is motivated by the changes arising from the pandemic period, with a view to remote teaching and its effects on students of the Regular High School of the Public Education Network. It is known that the post-pandemic generated numerous problems of success and permanence of students in the education networks, and discussing the measures adopted in the period of pandemic crisis can contribute to the development of possible strategies to combat and prevent dropout, not only for emergency situations, but also for other educational demands. Therefore, the present work aims to verify what were the factors that permeated the dropout and dropout of students in Regular High School during the pandemic and what coping strategies were adopted by teachers of the Biology discipline, pointed out in the research published in the period from 2019 to 2023. The research is characterized as a literature review, with a descriptive qualitative approach of an exploratory nature. To define the state of the art, the Systematic Mapping of Literature was used. Data collection searched for publications that address the theme of dropout/permanence in the Regular High School modality, in the Education Network, with a focus on the discipline of Biology during the pandemic. The analysis and discussion of the studies found followed in line with authors of education and biology teaching. As a result, four publications were found that contemplate dropout and/or permanence and, five, deal with the teaching of Biology during the pandemic. In conclusion, the main factors that affect the permanence/dropout of students are related to intra-school and extra-school aspects, including individual, physical and emotional elements. Regarding the confrontation of dropout and dropout, in the teaching of Biology, it is necessary to reflect on the different teaching methodologies and strategies.