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Advisor(s)
Abstract(s)
A pandemia por covid-19, anunciada pela OMS, determinou a instalação de um
contexto de iniquidades sociais. Esta investigação, analítica, descritiva e transver sal, teve como objetivo caraterizar os desafios na formação e trabalho em home of fice, em consequência da covid-19. Foi aplicado um inquérito a 317 profissionais da
educação em diversos locais do Brasil, em maio de 2020. Entre os aspetos que mais
se evidenciam, percebe-se a falta de preparação dos respondentes para assegurar
aulas a distância, a desigualdade no acesso tecnológico, a redução do bem-estar
profissional, mas o acompanhado entusiasmo na busca de novos métodos. Emerge
uma situação de vulnerabilidade e a necessidade de valorização profissional do cente. Partindo do prisma da criticidade, do diálogo e empowerment docente, indi ca-se a possibilidade de “ser mais em educação”, apontando-se alguns caminhos
freireanos para a transposição de desigualdades educacionais presentes e futuras.
The covid-19 pandemic, announced by the WHO, determined the setting up of a context of social inequities. This analytical, descriptive, and cross-sectional investigation aimed to characterize the challenges in training and working in the home office, because of the covid-19. A survey was applied to 317 education profes sionals, in several places in Brazil, in May 2020. Among the aspects that are most evident, there is a lack of preparation of respondents to ensure distance classes, the inequality in technological access, a reduction of professional well-being, but the accompanying enthusiasm in the search for new methods. A situation of vulnera bility emerges and the need for professional teaching value. From the perspective of criticality, dialogue and teacher empowerment, the possibility of “being more in education” is indicated, pointing out some freirean paths for overcoming present and future educational inequalities.
The covid-19 pandemic, announced by the WHO, determined the setting up of a context of social inequities. This analytical, descriptive, and cross-sectional investigation aimed to characterize the challenges in training and working in the home office, because of the covid-19. A survey was applied to 317 education profes sionals, in several places in Brazil, in May 2020. Among the aspects that are most evident, there is a lack of preparation of respondents to ensure distance classes, the inequality in technological access, a reduction of professional well-being, but the accompanying enthusiasm in the search for new methods. A situation of vulnera bility emerges and the need for professional teaching value. From the perspective of criticality, dialogue and teacher empowerment, the possibility of “being more in education” is indicated, pointing out some freirean paths for overcoming present and future educational inequalities.
Description
Keywords
Paulo Freire Desafios profissionais Educação Equidade Pandemia covid-19 COVID-19 Professional challenges Education Equity COVID-19 pandemic . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)