The teaching work facing the emergency virtualization process in the context of the Covid-19 pandemic: Positive and negative points
DOI:
https://doi.org/10.53660/CONJ-1727-2H12Palavras-chave:
Distance Learning, Emergency virtualization, Covid-19, Social isolationResumo
The Covid-19 pandemic brought about a series of impacts on the activities performed by the population, through the limitations imposed by isolation and social distance. In this study, we sought to highlight the exceptionality of education in this scenario of health crisis, which led many countries to develop emergency remote education actions and demonstrate the implications on the different educational levels in Brazil. In this context, this study aimed to analyze from the inferences of public network teachers who work in basic education the positive and negative points of remote work in the emergency virtualization process. The exploratory qualitative methodology was used, with critical and analytical interpretations of the inferences. The data were collected through the application of an online questionnaire. The data analysis had Content Analysis as method. We conclude that the remote work points to several elements to rethink the paradigms that are emerging in education and that lead us to re-signify the teaching and learning process through the limitations imposed by the social isolation caused by Covid-19.
Downloads
Referências
ARRUDA. E. P. Emergency remote education: elements for public policies in Brazilian education in times of Covid-19. EmRede - Distance Education Magazine. v. 7, n.1, p. 257-275, 2020.
BARBOSA. A. M; VIEGAS, M. A. S; BATISTA, R. L. N. F. In-person classes in times of a pandemic: reports of experiences of higher education teachers on remote classes. Rev. Augustus. Rio de Janeiro, v.25, n. 51, p. 255-280 | Jul./Oct. 2020
BARDIN, L. Content analysis. São Paulo: Editions 70, 279p. 2011.
BARRETO, A. C. F; ROCHA, D. S. Covid19 and education: resistance, challenges and ( im )possibilities. Encantar Magazine - Education, Culture and Society - Bom Jesus da Lapa, v. 2, p. 01-11, Jan./Dec. 2020
BOGDAN, R.C.; BIKLEN, S. K. Qualitative research in education. Translation Maria João Alvarez, Sara Bahia dos Santos and Telmo Mourinho Baptista. Porto: Porto Editora, 1994.
BRAZIL. Provisional Measure no. 934, of April 1, 2020. Available at: < http://www.planalto.gov.br/ccivil_03/_ato2019-2022/2020/mpv/mpv934.htm>. Accessed on: 09/06/2020.
BROLEZZI, A. C. Empathy in the student/teacher/knowledge relationship. Meeting: Journal of Psychology, vol. 17, no. 27, 2014.
CALDEIRA, J. S. Teacher-Student Relationship: a reflection on the importance of affectivity in the teaching-learning process. Proceedings of the XI National Congress on Education (XI EDUCERE) / II International Seminar on Social Representations, Subjectivity and Education (II SIRSSE) / IV International Seminar on Teacher Professionalization (IV SIPD). Curitiba: PUC-PR, 2013.
CANAL, S.; ROZEK, M. Pandemic times: reflections on the school, the subjects and their different needs. Brazilian Journal of Development, Curitiba, v. 7, no.1, p.2674-2683. jan. 2021.
COELHO, P. M. F. Digital natives and new technological skills. Free text language and technology, v. 5, p. 88-95, 2012.
CONTRERAS, J. Teacher autonomy. Sao Paulo: Cortez, 2002.
COSTA, L. P. The use of Digital Information and Communication Technologies (TDIC) in the pedagogical practice of high school mathematics teachers. Master's dissertation - Federal University of Paraná, Curitiba, 2017.
COUTINHO, C.; LISBÔA, E. Information, knowledge and learning society: challenges for education in the 21st century. Education Journal, XVIII, 5-22, 2011
DAL ROSSO, S. More Work! The intensity of labor in contemporary society. São Paulo: Boitempo , 2008.
DIAS, P. From e-moderation to collaborative mediation in learning communities. Education, Training and Technologies, v. 1, n.1, p. 4-10, 2008.
ESTEVE, J. M. Social changes and teacher training. In: NÓVOA, A.; HAMELINE, D.; SACRISTAN, JG; STEVE, JM; WOODS, P.; CAVACO, MH Profession Professor. Portugal: Porto, 1999.
FERREIRA, L. Lessons from teachers about their joys and pains at work. Public Health Notebooks, Rio de Janeiro, v. 35, 2019.
FERREIRA, L. H; BARBOSA, A. Lessons from quarantine: limits and possibilities of teaching in times of social isolation. Educational Praxis, Ponta Grossa, v. 15, e2015483, p. 1-24, 2020.
FORMOSINHO, J.; MACHADO, J.; MESQUITA, E. Training, work and learning. In: Tradition and innovation in teaching practices. Lisbon: Sílabo Editions, 2015.
FREIRE, P. Pedagogy of hope: a re-encounter with the pedagogy of the oppressed. São Paulo: Peace and Earth, 2011.
FREIRE, P. Pedagogy of autonomy: knowledge necessary for educational practice. 37. ed. São Paulo: Peace and Earth, 2008.
FREIRE, P. Pedagogy of the Oppressed. 17. ed , Rio de Janeiro: Peace and Earth. 1987.
GARRISON, D.; ANDERSON, T. The e-learning en he acronym XXI. Research and practice. Barcelona: Octahedron, 2005.
GIROTO, C. R. M; POKER, R. B.; OMOTE, S. Special Education, teacher training and the use of information and communication technologies: the construction of inclusive pedagogical practices. In: GIROTO, CRM; POKER, RB; OMOTE, S. (org.). Technologies in inclusive pedagogical practices. Marília: University Workshop/São Paulo: Academic Culture, 2012.
GOULART, M. B; COSTA, P. K. A; PEREIRA, A. L. The integration of TDICs in the initial training of mathematics teachers in Brazil: an analysis based on pedagogical projects. Teacher's Look, v. 21, no. 2, 2018.
HUNT, T; CALLARI, A. The power of social networks. São Paulo: Editora Gente, 2010.
KENSKI, V. M. Assessment and monitoring of learning in virtual environments at a distance. In: MILL, DRS; PIMENTEL, NM ( orgs .). Distance education: contemporary challenges. São Carlos: EdUFSCar, 2010.
KENSKI, V. M. The challenge of Distance Education in Brazil. Edu Focus Magazine. v. 7, Judge from Outside. P. 1-13, 2010.
LEMOS, A. Views on cyberculture. Porto Alegre, RS: Sulina, 2003.
MARQUES, R.; FRAGUAS, T. The resignification of education: emergency virtualization in the context of the Covid-19 pandemic. Brazilian Journal of Development, vol. 6, p. 86159-86179, 2020.
MARQUES, R. M; PEREIRA DE ASSIS, N. P; DE SALLES GOMIDE, US Work & education in times of pandemic and capital crisis. Work & Education, vol. 29, no. 1, p. 7-13, 2020.
MINAYO, M. C. S. The Knowledge Challenge: Qualitative Health Research. 10th ed. São Paulo: HUCITEC, 406p, 2007.
MORAES, R. Content analysis. Education Magazine, Porto Alegre, v. 22, no. 37, p. 7-32, 1999.
MORAES, M. V. G. Training and development: corporate education: for the areas of health, work safety and human resources. São Paulo: Erica, 2011.
OLIVEIRA, D. C, Categorical Thematic Content Analysis: A systematization proposal. Rev. sick _ UERJ, Rio de Janeiro, Oct/Dec; v.16(4), p. 569-76, 2008.
OLIVEIRA, H.V; SOUZA, F. S. From the syllabus to the evaluation system: educational reflections in times of a pandemic (COVID-19). Bulletin of Conjuncture (BOCA), vol. 2, no. 5, 2020.
ORSO, P. J. Michel Foucault's conception of power and power relations at the State University of Western Paraná-Campinas. SP, 1996. Master's Dissertation - State University of Campinas. Education University.
PACHECO, A. S. V. Evasion: analysis of the reality of the distance education undergraduate course at the Federal University of Santa Catarina. 2007. 136 f. Dissertation (Master in Administration) – Postgraduate Program in Administration, Federal University of Santa Catarina, Florianópolis, 2007.
PARANÁ, Secretary of State for Education. SEED/SUDE/DIPLAN/Coordination of Educational Information, 2020.
PERRENOUD, P. Ten new skills to teach. Porto Alegre, RS: Artmed, 2000.
PESSOA, W. R, ALVES, J. M. Motivation to study chemistry: subjective configurations of a second year high school student. In: National Meeting of Research in Science Education, Campinas - SP. MINUTES OF THE VIII ENPEC, 2011.
PONTES, F. R; ROTAS, M. H. S. G. Precariousness of teaching work and illness: COVID-19 and changes in the world of work, an investigative approach. Thema Magazine, v. 18, COVID-19 Special Edition, p. 278-298, 2020.
ROZEK, M. Subjectivity, training and special education: configurations in school inclusion policies. In: BAPTISTA, CR Schooling and disability. São Carlos: Marquezine & Manzini/ABPEE, 2015.
SACRISTÁN, J. G. Curriculum plan, teaching plan: the role of teachers. In: SACRISTAN, JG; GÓMEZ, PJAI Understanding and transforming teaching. 4 ed., Porto Alegre: Artmed, p. 197-232, 1998.
SÁ, R. A. School, Culture, Digital Technologies in the Contemporary School: research notes in the line of Culture, School and Teaching (2010-2015). In RCC Hagemeyer, RA Sá, & CV Gabardo ( Orgs .), Epistemological and Cultural Dialogues (pp. 161-183). Curitiba: W&A Editors, 2019.
SANTANA FILHO, M. M. Geographic education, teaching and the context of the COVID-19 pandemic. Rev. Tamoios, São Gonçalo (RJ), year 16, n. 1, Special COVID-19. page 3-15, May 2020.
SILVA, J. R. Challenges for students and teachers in Bayeux – PB, during the pandemic. REDE – Dialogues in Education Magazine. v. 1, no. 1, January-June 2020.
SOUZA, T. M. S. Effects of precarious work in the lives of teachers: Moral harassment and illness. In: FACCI, MGD; URT, SM (Org.). Precariousness of work, illness and suffering of the teacher. Terezina : EDUPFI, 2017. p. 165-198.
SCHON, D. Teachers and their training. Lisbon: Publications Dom Quixote, 1997.
ZAIDAN, J. M; GALVÃO, A. C. COVID19 and the vultures of the education sector: the overexploitation of the gaping workforce. In: AUGUSTO, CB; SANTOS, RD (orgs). Pandemics and pandemonium in Brazil. São Paulo: Instituto Defense of the Working Class, 2020.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Conjecturas
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.