O ensino remoto durante a pandemia nas escolas da Educação Básica de São Carlos na visão dos professores

Abstract

The outbreak of the Covid-19 virus reached billions of students around the world and ended up bringing traditional school classes to a halt in Brazil, as in many other places. This work proposes to understand the perception of teachers about the adoption of remote teaching during the pandemic. A qualitative research approach was used through semistructured interviews with three elementary school teachers in the city of São Carlos. The data generated from the interviews were analyzed according to the Discursive Textual Analysis of Moraes (2003), which resulted in four major categories of analysis: Technological Resources and Teacher Training, Proletarianization of Teaching Work, Teaching Autonomy and School Hierarchy and Communication and Support between Educational Agents. In this way, it was possible to identify that the adoption of remote teaching brought the perception of an increase in working hours, related to the adaptation and construction of the skills to operate new tools needed in this different environment. We also identified in the participant teachers who felt that they were not part of the remote teaching implementation decision taking, mostly because the relations of authority and hierarchy of the school environment significantly reduced the autonomy of the teachers during the pandemic, in addition to not taking into account the experiences lived by them. Finally, it was possible to conclude that collective work through the sharing of experiences among fellow teachers proved to be a factor of professional enrichment in this period. Through this research, we identified the need to investigate the relationship between teachers and students, an aspect that was not presented as the main focus of this work but which is extremely relevant for the teaching-learning process in the current times, as well as elements related to the possibilities expansion of dialogues between teachers and educational authorities, which were included in the analyzes but which must be deepened, given their complexity and importance for the development of education in Brazil.