Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Rocha, Erika de Kássia Souza
 |
| Orientador(a): |
Szymanski, Luciana
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/39467
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Resumo: |
The teaching experiences in the classroom and remote settings, especially during the pandemic period of 2020, generated this dialogical research of phenomenological inspiration. Its main objective is to understand, through the narratives of private and municipal public school teachers, their teaching experience during the COVID-19 pandemic. The pandemic scenario allowed for a discussion about the working conditions of educators as well as an analysis of São Paulo’s educational situation during this period. Reflective interviews were conducted with two teachers through the digital platform Google Meet; one was from a private school and the other from a public school in the municipal network of São Paulo city. Both taught kindergarten classes in the city’s periphery schools during the pandemic period. The interviews were recorded, transcribed, and analyzed based on units of meaning and constellation concepts. The research aimed to give visibility to the work of primary education teachers who worked in early childhood education during the pandemic. It found the precarious situation of these educators, the neglect of educational conditions, and the failure of public policies to confront educational inequality |
