Distant teaching and teaching uneasiness
This article discusses the impacts of distant teaching in the emotional state of literacy teachers in the beginning of their teaching careers, during social distancing imposed to contain the spread of Covid-19. It is a qualitative research carried out with four teachers from municipal public schools...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Campinas (UNICAMP) |
| Repositório: | Revista HISTEDBR on-line |
| Idioma: | português |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8666932 |
| Acesso em linha: | https://periodicos.sbu.unicamp.br/ojs/index.php/histedbr/article/view/8666932 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Pandemia Ensino remoto Professoras iniciantes Mal-estar docente Pandemic Distance teaching Beginner teachers Teaching uneasiness Enseñanza remota Profesoras principiantes Malestar docente |
| Resumo: | This article discusses the impacts of distant teaching in the emotional state of literacy teachers in the beginning of their teaching careers, during social distancing imposed to contain the spread of Covid-19. It is a qualitative research carried out with four teachers from municipal public schools of Rio Grande do Sul. The data result from narratives made at training meetings, which indicate complexities concerning the initial adaptations of the new teaching method, to face the demands of distance teaching. It has been observed that the capitalist logic of a constant overproduction, invades and undermines the resting and leisure time of these professionals, extrapolating their usual workload. The teachers feel burdened with so many requirements that transgress their professional responsibilities, leading to exhaustion or mental illnesses. |
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