(A) Hi! I’m Susan and I’ve decided to start this blog to document my Life in Lockdown. We’ve been in 1) lockdown now for a week in the UK. That means we have to stay at home almost all of the time. We’re allowed out once a day to exercise and we can go to the supermarket to buy essentials. You have to try and stay two metres away from other people when you go out. I’m starting to get used to the situation now but it still feels like a dream sometimes. It’s pretty 2) surreal when I look outside and there’s no one around.

(B) My mum is a nurse, so she is classed as a 3) key worker and is still going to work every day. The company where my dad works has had to close its stores and 4) furlough all of their employees – that means my dad is still employed but he is not allowed to go to work until his company say he can return.

(C) I went to school before and I was studying for exams, so my life has changed quite a lot. I found the situation a bit 5) overwhelming at first. The hardest part has been 6) social distancing. I really miss seeing my friends in person but we chat every day online. I also have to study a lot by myself now and I find that really challenging.

(D) My little brother sometimes 7) distracts me when I’m trying to study because he always wants to play. However, one of the positives of the lockdown has been spending more time with my family. I try to stick to a routine each day that also includes time for exercise, some online socialising and something fun or creative like playing a board game with my family. This is helping me 8) make the best of it! I’d love to know what you are doing to stay positive during the lockdown. Let me know in the comments!

Disponível em: https://www.cambridgeenglish.org/Images/582665-covid-19-lesson-plan.pdf. Acesso em: 06/08/2021

(A) Hi! I’m Susan and I’ve decided to start this blog to document my Life in Lockdown. We’ve been in 1) lockdown now for a week in the UK. That means we have to stay at home almost all of the time. We’re allowed out once a day to exercise and we can go to the supermarket to buy essentials. You have to try and stay two metres away from other people when you go out. I’m starting to get used to the situation now but it still feels like a dream sometimes. It’s pretty 2) surreal when I look outside and there’s no one around.

(B) My mum is a nurse, so she is classed as a 3) key worker and is still going to work every day. The company where my dad works has had to close its stores and 4) furlough all of their employees – that means my dad is still employed but he is not allowed to go to work until his company say he can return.

(C) I went to school before and I was studying for exams, so my life has changed quite a lot. I found the situation a bit 5) overwhelming at first. The hardest part has been 6) social distancing. I really miss seeing my friends in person but we chat every day online. I also have to study a lot by myself now and I find that really challenging.

(D) My little brother sometimes 7) distracts me when I’m trying to study because he always wants to play. However, one of the positives of the lockdown has been spending more time with my family. I try to stick to a routine each day that also includes time for exercise, some online socialising and something fun or creative like playing a board game with my family. This is helping me 8) make the best of it! I’d love to know what you are doing to stay positive during the lockdown. Let me know in the comments!

Disponível em: https://www.cambridgeenglish.org/Images/582665-covid-19-lesson-plan.pdf. Acesso em: 06/08/2021

Nas entrelinhas das carteiras da escola

Em 2019, quando chegou ao Colégio Estadual de Seabra, na região da Chapada Diamantina (BA), a coordenadora pedagógica Janaina Barros ficou intrigada com o grave índice de evasão escolar, que batia 40%. Não havia registros que o explicassem.

Assim como vem fazendo desde 2002 nas outras escolas por onde passou, Janaina começou a olhar com cuidado, respeito e atenção para o que os alunos do Ensino Médio deixavam escrito e desenhado nas carteiras das salas de aula, nas paredes do pátio e nas portas dos banheiros. "É minha concepção de trabalho, uma necessidade de conhecer os jovens, escutar os problemas e melhorar o ensino e a aprendizagem", explica a coordenadora.

Todas as segundas e sextas-feiras, Janaina percorre a escola vazia depois das aulas, com o celular em punho para fotografar os registros. Esses são os dias em que os alunos expõem conflitos do convívio familiar e falam sobre angústias relacionadas à rotina escolar. A educadora se debruça sobre cada mensagem, procurando desvelá-las. Com o passar do tempo, avalia se algum estudante precisa ser chamado para conversar. "Não falo sobre o que ele deixou escrito. Isso é algo muito íntimo, subjetivo. E não sou psicóloga. Converso sobre o que entendo estar por trás. Geralmente, depois de dez minutos, o comportamento deles muda e cai uma lágrima, por exemplo. E aí, se sinto que há espaço, pergunto: ‘onde dói?’". Assim, busca fazer com que o jovem se sinta ouvido e acolhido.

Às vezes aparecem registros preocupantes, citando suicídio e morte. Nesses casos, Janaina pergunta para os professores se o assunto foi tema de alguma aula. Se não foi, acompanha de perto a situação nas semanas seguintes. Fica também atenta a registros sobre conteúdos curriculares. "Um aluno que escreve na carteira 5 + 5 + 5 + 5, em vez de 5 x 4, sinaliza que precisa se apropriar de estratégias mais eficazes para calcular", conta. A delicadeza e profundidade dessa iniciativa de Janaina ilustram o que podemos fazer para que os jovens se sintam valorizados pela escola, encontrem seu lugar na sala de aula e não abandonem os estudos.

(MENDES, Rodrigo Hubner. “Nas entrelinhas das carteiras da escola”. UOL Ecoa. Opinião. 18/06/2021. Disponível em: https://www.uol.com.br/ecoa/colunas/rodrigo-mendes/2021/06/18/nas-entrelinhas-das-carteiras-da-escola.htm).