O exercício da docência em tempos da pandemia covid-19: dilemas, desafios e possibilidades das professoras do ensino fundamental-I das escolas de São Pedro da União - MG

Abstract

The objective of this work is to analyze the perceptions of elementary school teachers in the municipality of São Pedro da União about the work developed by emergency remote teaching during the covid-19 pandemic in 2020. For this purpose, the following specific objectives were constructed: to learn about the official guidelines provided by the education department of the municipality in question for teaching work, to identify aspects of the teachers' daily work, the knowledge mobilized for the development of activities in emergency remote teaching and to understand the main challenges faced in teaching work during the pandemic. This is a qualitative study that seeks to understand and analyze the characteristics and opinions of small sample populations. The information was analyzed using a qualitative framework from an interpretive-constructivist theoretical perspective that seeks to capture the different meanings of a lived experience, helping to understand the individual in their context. The dialog established with the participants - 16 teachers, 2 principals and the municipal education secretary - was mediated by a semi-structured script. The results reveal challenges experienced by the teachers with the use of technologies in remote teaching, difficulties with new ways of working and adapting teaching practice, and the fragility of their bonds with students. They experienced feelings of anguish about the losses caused by the pandemic, exposure to the video lessons that were recorded and concern about the quality of teaching. The construction of teaching knowledge was mobilized by the socialization of knowledge with peers, the teachers' own families and students. The teachers realized that the principals and the municipal secretary tried to support them as much as possible, seeking to adopt strategies to mitigate the difficulties of emergency remote teaching. The pandemic has shown that teaching can no longer be thought of without digital technologies. The results reveal the importance of more robust debates on the use of technological tools in teaching and training actions for teachers. The inclusion of technologies in schools should foster a new relationship with teaching knowledge and a new pedagogical relationship. The resources must be the teachers' allies in order to promote the teaching process. This requires familiarity, time and preparation for teachers to develop actions and reflect on the use of new resources in their practices.