O home office dos professores na pandemia: alguns apontamentos para entender a condição do trabalho docente na rede pública no Sudoeste Paulista

Abstract

Amid the pandemic (covid-19) sectors of society had to make use of the home office, also known as telework. A survey carried out by MIT (Massachusetts Institute of Technology) highlighted the advantages of countries that quickly adopted the practice of working from home. In the area of education, schools and universities have adopted remote teaching. This movement motivated reflections and questions. Aware of this information, we studied the education sector, based on the assumption that the home office was something positive, as discussed in the article. When starting the investigation, we realized the breadth of the topic and the need to carry out a critical investigation. To provide an empirical contribution, we defined the Southwest of São Paulo as a geographic area. We formulated two questions to conduct the study. The first question asked was: what is the place of the home office in contemporary capitalism? And the second question: how were teachers from the public elementary and high school network in Southwest Paulista performing their work remotely (home office) amid the pandemic? To answer the questions, we carried out a bibliographic review seeking the most general mediations to understand the link between home office and the process of precariousness of work. Subsequently, in order to know the working conditions of teachers who entered the home office in the Southwest Paulista territory, we made a questionnaire available by e-mail via google forms. 45 teachers participated in the survey and the results were analyzed. From this analysis, we found teachers who were already on a temporary contract basis and teachers who, with remote work in the pandemic, experienced the expansion of their domestic expenses (water, gas, electricity bills) and emotional and physical stress. The research, taking into account the condition of the working teacher, sought to contribute to the construction of a more democratic science.