O ensino remoto em minas gerais e sua transição para o ensino híbrido e presencial: uma análise pelo ciclo de políticas ; Remote education in minas gerais and its transition to hybrid and presential education: an analysis by the policy cycle

The present study deals with the Emergency Remote Teaching (ERE) proposed as a result of the SARS-CoV-2 pandemic, focusing on the Special Regime of Non-Presential Activities (REANP) program for Basic Education, presented by the Government of the State of Minas Gerais. The objective of the study is to understand the scenario of Remote Learning and the possible difficulties related to its viability and its operation, in particular because a sum of efforts was recommended for the use of online, television, radio and/or printed mechanisms. In this sense, a research was developed that sought to analyze the REANP since its inception, the clashes that occurred during its development and how education gradually returned to face-to-face teaching. In addition, a study of public policies for the use of technologies in education and their relationship with various aspects of the REANP was carried out. This study presented the insertion of DT at different moments in education. In order to fulfill the objective, it was theoretically and methodologically inspired by Stephen Ball's notion of Policy Cycle, also using tools related to document analysis. Analytically, it reflected on the context of influence proposed by Ball which, in the case of REANP, was strongly produced as a result of sanitary conditions and social isolation. It was also about the text production contexts - relating the Minas Gerais scenario with the national one for the REANP textual elaboration - and the practice - bringing aspects about access to digital technologies, working conditions, social realities and dissemination of information through online means. -line on what REANP is and its possible interpretations in local realities. We sought to present the experience and perception of those who proposed the REAMP, but also of those who put it into practice and went through all the changes that this new teaching brought. In addition, an Educational Product was developed, which aimed to increase students' knowledge about educational public policies and ...