Teaching performance and pandemic: the work of teachers in the city of Cascavel/PR
DOI:
https://doi.org/10.18675/1981-8106.v33.n.66.s16808Keywords:
COVID-19. Pandemic. Teachers. Teaching Performance. Historical-Cultural Psychology.Abstract
COVID-19 caused, in the years 2020 to 2022, a global-scale pandemic. Due to the spread of the virus through interpersonal contact, presential school activities were temporarily suspended and the methodology of remote teaching was used. Considering this context, the present study aimed to analyze the teaching work throughout the pandemic. For that, a field research was carried out with 170 teachers of Elementary School - Early Years in the city of Cascavel/PR, who answered a questionnaire consisting of open and closed questions. The data collected were interpreted through statistical analysis and thematic analysis. With Historical-Cultural Psychology, it was possible to verify that the COVID-19 pandemic had a negative impact on teaching work, since pedagogical practices distanced themselves from the teacher's role of promoting the appropriation of knowledge by students. On the contrary, the teachers' work was related to the mechanical reproduction of contents and to bureaucratic and planning activities. Based on this, the importance of the teacher's role as an agent capable of promoting learning, the sense of autonomy and creativity of students is highlighted, supported by a critical and humanizing pedagogical practice.
References
BRASIL. Lei nº 9.394, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da educação nacional. Brasília, 1996. Disponível em: www.planalto.gov.br/ccivil_03/leis/l9394.htm. Acesso em: 5 abr. 2023.
BRASIL. Parecer CNE/CP nº 005/2020. Reorganização do Calendário Escolar e da possibilidade de cômputo de atividades não presenciais para fins de cumprimento da carga horária mínima anual, em razão da Pandemia da COVID-19. Brasília, 2020. Disponível em: www.portal.mec.gov.br/component/content/article/33371-cne-conselho-nacional-de-educacao/85201-parecer-cp-2020. Acesso em: 5 abr. 2023.
CRESSWELL, J. W.; CLARK, V. L. P. (2018). Pesquisa de métodos mistos. Porto Alegre: Penso.
GIL, A. C. (2019). Métodos e técnicas de pesquisa social. São Paulo: Atlas.
LAGUNA, T. F. S.; et al. Educação remota: desafios de pais ensinantes na pandemia. Rev. Bras. Saude Mater. Infant., v. 21, n. 2, p. S393-S401, 2021. DOI: https://doi.org/10.1590/1806-9304202100S200004. Acesso em: 1º abr. 2023.
MARCON, N.; REBECHI, R. R. (2020). A diferença entre ensino remoto emergencial e ensino a distância. Debate Terminológico, v. 18, 2020.
MARCONI, M. A.; LAKATOS, E. M. Fundamentos de metodologia científica. São Paulo: Atlas.
MINAYO, M. C. S. Trabalho de Campo: Contexto da Observação e Descoberta. In: MINAYO, M. C. S.; DESLANDES, S. F. (coord.). Pesquisa social: teoria, método e criatividade. Petrópolis, Vozes.
NEWTON, D. (2004). Formação do indivíduo, consciência e alienação: o ser humano na psicologia de A. N. Leontiev. Caderno Cedes, v. 24, n. 62, p. 44-63. DOI: https://doi.org/10.1590/S0101-32622004000100004. Acesso em: 3 abr. 2023.
SHAUGHNESSY, J. J.; ZECHMEISTER, E. B.; ZECHMEISTER, J. S. Metodologia de pesquisa em psicologia. Porto Alegre: AM GH.
UNESCO (2021). Educação: da interrupção à recuperação. Disponível em: https://pt.unesco.org/covid19/educationresponse. Acesso em: 3 abr. 2023.
VIGOTSKI, L. S. Psicologia, educação e desenvolvimento: escritos de L. S. Vigotski. São Paulo: Expressão Popular, 2021.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
