(Re)organizar O Trabalho Pedagógico Em Tempos De Covid-19: No Limiar Do (Im)possível

Abstract

RESUMO O artigo analisa a experiência de uma escola pública do estado do Paraná, Brasil, no início do enfrentamento dos desafios impostos pela pandemia da Covid-19. Examinaram-se os limites e as potencialidades do processo vivido pelos profissionais da escola durante a (re)organização de seu trabalho com a suspensão das atividades presenciais, ao mesmo tempo que vivenciavam a reestruturação das relações sociais com as incertezas e os riscos à vida. Desenvolvida como estudo de caso instrumental, a análise permite vislumbrar a potencialidade de reinvenção da escola, estimulada por processos participativos, não obstante os limites mediantes às condições objetivas dos envolvidos e das históricas mazelas dos sistemas educacional e social brasileiros, o que coloca a instituição trabalhando no limiar do (im)possível.

Basic education in emergency contexts: what does research say about the reality of COVID-19?

“…The study by Almeida & Dalben (2020) analyzed the process of recomposition and school management of a school in the state of Paraná during the crisis caused by Covid-19. After a process of unification of two units, this school started to serve more than 1,500 students from elementary to high school, in addition to three professional courses.…”

Pandemia, educação e deficiência

“…O estudo citado trata sobre os contornos educacionais e evidências da experiência desenvolvida em meio ao advento da pandemia com o intuito de examinar contornos, limites e potencialidades do processo vivido pelos profissionais da escola diante da inevitável (re)organização de seu trabalho. Uma reorganização importante frente à necessidade do isolamento social que a pandemia impôs (Almeida & Dalben, 2020).…”

The Impact of COVID-19 on the Teaching Work: From Face-to-Face to Virtual

“…Likewise, social, friends and family relationships were affected, because like everyone else, they had to carry out distancing and quarantine. In many cases, they suffered the loss of colleagues, friends and family that they had to fire silently and from a distance (Almeida & Dalben, 2020).…”

“…Likewise, it is stated that with COVID-19, great social inequalities were increased in all aspects and that families could not preserve basic life situations; That is why, in the vast majority of cases, the teacher had to accompany his students and investigate the reason for the absence of some students, causing discomfort in them, because everyone, including them, became vulnerable actors within the society (Almeida & Dalben, 2020). In this way, and despite their own difficulties and those of others, the teachers of the different levels had to face new challenges.…”

“…The great change, going from face-to-face education to virtuality, has turned us all upside down, which is why national and international teachers were faced with different difficulties: insecurities, doubts, fears, anxiety, stress (Herrera et al, 2021); Furthermore, while organizing and executing their teaching work, they faced something chaotic such as the COVID-19 disease in their lives on a personal or family level (Almeida & Dalben, 2020).…”