Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes

The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contri...

ver descrição completa

Detalhes bibliográficos
Autores: de Moura, Sara, Dal Magro, Márcia Luíza Pit
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2025
País:Costa Rica
Recursos:Universidad de Costa Rica
Repositório:Portal de Revistas UCR
Idioma:português
OAI Identifier:oai:portal.ucr.ac.cr:article/62345
Acesso em linha:https://revistas.ucr.ac.cr/index.php/aie/article/view/62345
Access Level:Acceso aberto
Palavra-chave:teaching
work
pandemic
basic education
docente
trabajo
pandemia
educación básica
trabalho
educação básica
id CR_d2dd0bf4e82f9f030cde9b3e3f48882d
oai_identifier_str oai:portal.ucr.ac.cr:article/62345
network_acronym_str CR
network_name_str Costa Rica
repository_id_str
dc.title.none.fl_str_mv Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial
Reconhecimento do trabalho docente na educação básica em uma escola brasileira: da pandemia ao retorno presencial
title Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
spellingShingle Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
de Moura, Sara
teaching
work
pandemic
basic education
docente
trabajo
pandemia
educación básica
docente
trabalho
pandemia
educação básica
title_short Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
title_full Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
title_fullStr Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
title_full_unstemmed Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
title_sort Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes
dc.creator.none.fl_str_mv de Moura, Sara
Dal Magro, Márcia Luíza Pit
author de Moura, Sara
author_facet de Moura, Sara
Dal Magro, Márcia Luíza Pit
author_role author
author2 Dal Magro, Márcia Luíza Pit
author2_role author
dc.subject.none.fl_str_mv teaching
work
pandemic
basic education
docente
trabajo
pandemia
educación básica
docente
trabalho
pandemia
educação básica
topic teaching
work
pandemic
basic education
docente
trabajo
pandemia
educación básica
docente
trabalho
pandemia
educação básica
description The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contribution, would allow for the construction of meaning attributed to the experiences of suffering during the pandemic, thus protecting the mental health of this professional category. This research aimed to understand the effects of the COVID-19 pandemic and the return to in-person classes on the recognition of the work of public elementary school teachers in a school in southern Brazil. A qualitative study was conducted, using participant observation recorded in field diaries and focus groups. The results indicate that social distancing and remote education during the COVID-19 pandemic had detrimental effects on teacher recognition. According to the participants, this recognition mainly occurs through relationships with students and colleagues and is insufficient from the management. Fake news and misinformation have also affected recognition, further amplifying the devaluation already perceived in the scenario of precarious working conditions in education, and contributing to the illness of this professional category. It is concluded that there is an urgent need to promote institutional actions aimed at labor recognition and the improvement of working conditions in basic education, which have been affected by the pandemic.
publishDate 2025
dc.date.none.fl_str_mv 2025-05-01
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
Article
texto
artículo original
http://purl.org/coar/resource_type/c_18cf
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/aie/article/view/62345
10.15517/aie.v25i2.62345
url https://revistas.ucr.ac.cr/index.php/aie/article/view/62345
identifier_str_mv 10.15517/aie.v25i2.62345
dc.language.none.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/aie/article/view/62345/63794
dc.rights.none.fl_str_mv Derechos de autor 2025 Sara de Moura, Márcia Luíza Pit Dal Magro
https://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1
acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2025 Sara de Moura, Márcia Luíza Pit Dal Magro
https://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1
acceso abierto
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Costa Rica
publisher.none.fl_str_mv Universidad de Costa Rica
dc.source.none.fl_str_mv Actualidades Investigativas en Educación; Vol. 25 No. 2 (2025): (May-August); 1-28
Actualidades Investigativas en Educación; Vol. 25 Núm. 2 (2025): (Mayo-Agosto); 1-28
Actualidades Investigativas en Educación; v. 25 n. 2 (2025): (Mayo-Agosto); 1-28
1409-4703
reponame:Portal de Revistas UCR
instname:Universidad de Costa Rica
instacron:UCR
instname_str Universidad de Costa Rica
instacron_str UCR
institution UCR
reponame_str Portal de Revistas UCR
collection Portal de Revistas UCR
repository.name.fl_str_mv Portal de Revistas UCR - Universidad de Costa Rica
repository.mail.fl_str_mv jorge.polanco@ucr.ac.cr
_version_ 1849325476448829440
spelling Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classesReconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencialReconhecimento do trabalho docente na educação básica em uma escola brasileira: da pandemia ao retorno presencialde Moura, SaraDal Magro, Márcia Luíza Pitteachingworkpandemicbasic educationdocentetrabajopandemiaeducación básicadocentetrabalhopandemiaeducação básicaThe COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contribution, would allow for the construction of meaning attributed to the experiences of suffering during the pandemic, thus protecting the mental health of this professional category. This research aimed to understand the effects of the COVID-19 pandemic and the return to in-person classes on the recognition of the work of public elementary school teachers in a school in southern Brazil. A qualitative study was conducted, using participant observation recorded in field diaries and focus groups. The results indicate that social distancing and remote education during the COVID-19 pandemic had detrimental effects on teacher recognition. According to the participants, this recognition mainly occurs through relationships with students and colleagues and is insufficient from the management. Fake news and misinformation have also affected recognition, further amplifying the devaluation already perceived in the scenario of precarious working conditions in education, and contributing to the illness of this professional category. It is concluded that there is an urgent need to promote institutional actions aimed at labor recognition and the improvement of working conditions in basic education, which have been affected by the pandemic.La pandemia de COVID-19 modificó rápidamente los modos de vida en todo el mundo y, con ellos, las rutinas escolares, las formas de enseñar y de aprender, así como las formas de ser docente, lo cual produjo precarización laboral y desaliento. Para la psicodinámica, el reconocimiento laboral, al promover una forma de retribución simbólica por la contribución del trabajo, posibilitaría la construcción de sentido atribuido a las vivencias de sufrimiento experimentadas durante la pandemia, lo cual protegería la salud mental de esta categoría profesional. Esta investigación tuvo como objetivo comprender los efectos de la pandemia de COVID-19 y del retorno a la presencialidad para el reconocimiento en el trabajo docente en la enseñanza fundamental pública de una escuela del sur de Brasil. Se realizo una investigación cualitativa, con observación participante registrada en un diario de campo y grupos focales. Los resultados indican perjuicios provocados por el distanciamiento social y la educación a distancia durante la pandemia de COVID-19, para el reconocimiento docente. Este reconocimiento, según las personas participantes, se da especialmente a través de la relación con estudiantes y colegas, y es insuficiente por parte de la gestión. Las noticias falsas y la desinformación también han afectado el reconocimiento, ampliando aún más la desvalorización ya percibida en el escenario de precarización del trabajo en la educación, y contribuyendo al deterioro de la salud de esta categoría profesional. Se concluye que hay una necesidad urgente de promover acciones institucionales orientadas al reconocimiento laboral y a la mejora de las condiciones de trabajo en la educación básica, afectados por la pandemia.A pandemia da COVID-19 mudou rapidamente os modos de vida em todo o mundo e, com eles, as rotinas escolares, as formas de ensinar e aprender, bem como as formas de ser docente, produzindo precarização laboral e desalento. Para a psicodinâmica, o reconhecimento laboral, ao promover uma forma de remuneração simbólica pela contribuição do trabalho, possibilitaria a construção de sentido atribuído às experiências de sofrimento vivenciadas durante a pandemia, protegendo a saúde mental desta categoria profissional. Esta pesquisa teve como objetivo compreender os efeitos da pandemia da COVID-19 e do retorno às aulas presenciais para o reconhecimento no trabalho de professores do ensino fundamental público em uma escola do Sul do Brasil. Foi realizada uma pesquisa qualitativa, com observação participante registrada em diário de campo e grupos focais. Os resultados apontam prejuízos causados pelo distanciamento social e pela educação à distância para o reconhecimento docente. Este reconhecimento se dá, segundo os participantes, principalmente pelo relacionamento com estudantes e colegas, sendo insuficiente por parte da gestão. As notícias falsas e a desinformação também afetaram o reconhecimento, ampliando a desvalorização já percebida no cenário de precarização do trabalho na educação, e contribuindo para o adoecimento desta categoria profissional. Conclui-se que há necessidade urgente de promover ações institucionais voltadas ao reconhecimento laboral e melhora das condições trabalho na educação básica, afetados pela pandemia.Universidad de Costa Rica2025-05-01info:eu-repo/semantics/publishedVersionArticletextoartículo originalhttp://purl.org/coar/resource_type/c_18cfhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfhttps://revistas.ucr.ac.cr/index.php/aie/article/view/6234510.15517/aie.v25i2.62345Actualidades Investigativas en Educación; Vol. 25 No. 2 (2025): (May-August); 1-28Actualidades Investigativas en Educación; Vol. 25 Núm. 2 (2025): (Mayo-Agosto); 1-28Actualidades Investigativas en Educación; v. 25 n. 2 (2025): (Mayo-Agosto); 1-281409-4703reponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRporhttps://revistas.ucr.ac.cr/index.php/aie/article/view/62345/63794Derechos de autor 2025 Sara de Moura, Márcia Luíza Pit Dal Magrohttps://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2025-05-02T15:32:32Zoai:portal.ucr.ac.cr:article/62345Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T10:57:57.218Portal de Revistas UCR - Universidad de Costa Ricafalse
score 15.812429

Registros relacionados