As críticas ao ensino remoto nas falas de docentes de uma escola pública de Corumbá-MS no contexto pandêmico

• Ano de defesa: 2023
• Autor(a) principal: ANANDA DE SOUZA MENDES
• Orientador(a): Isabella Fernanda Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Ensino remoto; escola pública docentes; Covid-19
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5809

In the year 2020, the insertion of remote teaching in Brazilian schools, mainly in public schools, has become something necessary, due to the health situation that has affected the population worldwide and that, in addition to health, has affected education, because within the minimum necessary conditions for learning it is essential to be healthy. The spread of the Covid-19 virus profoundly affected the lives of everyone involved in the educational process, and made it possible for them to be possible propagators of the disease. This situation forced teachers to use technological resources, which would make students continue to develop their school activities away from the educational environment, in their homes, teachers ended up transforming their home spaces into an extension of their work. This challenging situation had profound repercussions on the work, life and health of teachers. Therefore, this study criticized remote teaching: investigating the perception of eleven teachers from a public school in Corumbá-MS in the pandemic context in the light of thinkers from the Frankfurt school, analyzing the following categories; remote teaching in public schools in Corumbá in the view of teachers about themselves; about students and teachers' working conditions in remote teaching. According to the analyses, despite the disproportionate efforts by teachers to continue teaching, even at a distance, remote teaching was not effective and did not happen in a democratic way for public school students, but also triggered an overload of work and emotions for teachers.