Ensino remoto emergencial e o trabalho docente: análise a partir da percepção de professores à luz da teoria histórico-cultural

Abstract

This master's research was linked to the Postgraduate Program in Education at the Universidade do Oeste Paulista in the research line "Public Policies in Education, formative processes and diversity". The years 2020 and 2021 were marked by the covid-19 pandemic. As a measure to prevent the proliferation of the causative virus, governments established social distancing measures. One of these measures decreed by the São Paulo state government was the closing of schools and the implementation of emergency remote teaching in the public education network, causing significant changes in the teacher's work. Considering these facts, this research, based on the historical-dialectical materialism, aimed to analyze the impacts of the emergency remote teaching modality on the teaching work from the perception of teachers of the final years of elementary school in a Board of Education of the interior of the state of São Paulo. To do so, a systematic review was carried out, which made it possible to analyze the fundamental concepts related to the teaching work, the implementation process of emergency remote teaching in the context of the covid-19 pandemic, and its impacts based on Critical-Historical pedagogy and Cultural-Historical psychology. A questionnaire was also applied to understand the teachers' conception of the impacts of emergency remote teaching on their teaching work. From the answers, it was possible to determine the following analytical units: the conditions of implementation of emergency remote teaching, the concrete conditions of the teaching work in this modality, the teacher's health, and the appreciation of the teaching work during the emergency remote teaching period. Finally, some considerations obtained were the verification of the impacts of remote emergency teaching from the first steps of the implementation of the modality to the practice on a daily basis, also the perception about the difficulties and devaluation of the teaching work during the pandemic period, besides showing that remote teaching in basic education may not allow the teaching work to be performed in its fullness, directly affecting the teacher, the students and society.