PEDAGOGICAL MANAGEMENT IN TIMES OF SOCIAL DISTANCING: EXPERIENCES OF SCHOOLS IN COMMUNITIES OF SOCIAL VULNERABILITY

Abstract

This work addresses the challenges of school management during pandemic times, focusing on institutions located in socially vulnerable communities. The research aimed to understand the challenges involved in the pedagogical management of schools serving these communities, with the perspective of designing shared actions capable of favoring the management of pedagogical work in this context. Grounded in a qualitative approach, the study included interviews and group discussions with schools situated in socially vulnerable contexts in the municipality of Santa Maria. The methodological approach prioritized a collaborative perspective (ECER) based on careful listening to each participant, established through the effort to contextualize and respect the singularities of different experiences, aiming, through the reworking of knowledge and practices, for the experimentation of new ways of thinking about pedagogical work in communities facing social vulnerability. The study conducted indicates the strength of collectivity, arising from a dialogical and reflective environment, for the construction of viable innovations in school contexts, fulfilling the primary function of assisting all those who invest in public schools the dream of a better future, with more dignity, fraternity, and equality.