Educação básica: a intensificação do trabalho docente no período pandêmico

• Ano de defesa: 2025
• Autor(a) principal: Souza, Tatiane Zacarias de
• Orientador(a): Sousa, Joceli de Fática Arruda
• Banca de defesa: Martins, Fernando José , Martins, Maridelma Laperuta , Klaus, Vanessa Lucena Camargo de Almeida , Facci, Marilda Gonçalves Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Pandemia de COVID-19; Planejamento pedagógico; Precarização; Neoliberalismo
• Palavras-chave em Inglês: Pandemic; Teaching work; Pedagogical planning; Precariousness; Neoliberalism
• Palavras-chave em Espanhol: Pandemia; Trabajo docente; Planificación pedagógica; Precarización; Neoliberalismo
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/7737

With the suspension of in-person classes in March 2020 due to the COVID-19 pandemic, following municipal determinations and guidelines from the World Health Organization, teachers faced the urgent challenge of adapting to remote teaching. This abrupt transition exposed the lack of familiarity among educators with digital tools, increased their workload, and highlighted the absence of adequate technological resources for carrying out their work from home. These circumstances underscored the structural vulnerabilities of the educational system and intensified the precarization of teachers' working conditions in general, with significant impacts on their physical and mental health. Given this context, the present study aims to investigate, through bibliographic and documentary research, how the intensification and precarization of teaching work manifested in the early years of Elementary Education in the public school system of Foz do Iguaçu during the pandemic period. The research is based on an analysis of the neoliberal policies implemented in education from the 1990s until the end of former President Jair Messias Bolsonaro's administration in 2022, exploring how these policies contributed to the deterioration of teachers' working conditions and how these challenges were exacerbated during the pandemic crisis. Using the theoretical framework of Historical-Dialectical Materialism and a qualitative approach, the research seeks an in-depth understanding of these issues. To this end, field research was conducted in two municipal schools in Foz do Iguaçu, Parigot de Souza and Gabriela Mistral. A semi-structured questionnaire was administered to fifteen teachers to understand the actions implemented by the municipal government to ensure the continuity of classes during the pandemic, as well as to identify the difficulties faced by educators as a result of these measures, such as increased workload, lack of adequate technological support, and negative impacts on physical and mental health. The results reinforce the need for public policies that address teachers' working conditions, promoting structural and support improvements capable of meeting both daily demands and potential future crises.