A escola antes, durante e depois da pandemia do covid-19: percepções docentes sobre as mudanças no trabalho do professor - um estudo a partir da Escola Estadual de Ensino Médio Santa Marta, Santa Maria/RS

• Ano de defesa: 2024
• Autor(a) principal: Sardi, Eduarda de Freitas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Geografia; UFSM; Programa de Pós-Graduação em Geografia; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ensino remoto; Ensino híbrido; Pandemia COVID-19; Percepção docente; Educação pública; Remote teaching; Hybrid teaching; COVID-19 pandemic; Teacher perception; Public education; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/33728

This dissertation investigates teachers' perceptions of the changes in their work before, during, and after the COVID-19 pandemic, through a case study at Escola Estadual de Ensino Médio Santa Marta, in Santa Maria, Rio Grande do Sul. The research covers three phases: the period before the pandemic, the emergency remote teaching phase, and the gradual return to in-person teaching, including the hybrid phase. Prior to the pandemic, the school faced challenges such as a lack of adequate teaching and technological resources, and structural problems. Teachers dealt with overcrowded classrooms and the constant need to adapt to new teaching methodologies. With the pandemic and the implementation of emergency remote teaching, teachers had to quickly adapt to digital platforms and new technological tools. This period was marked by an increased workload, where many had to balance professional activities with domestic responsibilities, facing technological access inequalities among students, lack of preparation, and inadequate technical support, which caused stress and anxiety. The hybrid teaching phase introduced a new layer of complexity, requiring the preparation of lessons for both in-person and remote students. Managing time and resources became more challenging, with constant concerns about sanitary safety. Adapting methodologies to ensure learning for all students was a significant challenge. The return to in-person teaching brought new emotional and psychological challenges. Teachers reported demotivation and emotional exhaustion accumulated during the months of isolation and uncertainty. The need to recover lost time and content, along with managing the emotional sequelae in students and themselves, made this phase a period of intense readaptation. The analysis of these phases highlighted teachers' resilience and the need for public policies that value the teaching profession. Implementing salary adjustments, improving school infrastructure, providing adequate teaching materials, and offering continuous training are essential for a fairer and more efficient educational system in Brazil. It is concluded that teachers' experiences during the pandemic underscored the importance of a careful and attentive approach to education professionals, seeking better working conditions and recognizing the crucial role they play.