Educação, tecnologia e organização do trabalho docente: o ensino remoto no contexto da pandemia de Covid-19

Abstract

This research seeks to contextualize the work of teachers and the transformations that occurred in this field of action during the Covid19 Pandemic, having as a field of research the teachers of the teaching staff of Paraná and who work at the Colégio Estadual Alto da Glória de PalmasPR Initially, it begins by tracing an overview of the Covid 19 pandemic and its impacts on education, presenting the organization of teaching work and its consequences during Remote Teaching in the State of Paraná, addressing the challenges in the pandemic context with regard to structure, teaching working conditions and their relationship with digital technology as well as the control processes arising from the management tools that impacted the teaching career. from remote teaching in the State of Paraná and what are the repercussions for teaching practice in the context of the COVID19 pandemic. In the specific objectives, we seek to: 1) Characterize institutional guidelines established for the systematization of teaching work, within the scope of remote teaching in the context of the State of Paraná in the Covid19 pandemic. 2) Identify working conditions experienced by teachers in the context of remote teaching. 3) Analyze and understand the changes experienced in their teaching practices from remote teaching and the established work organization. The theoretical framework is based on the discussion about teaching work, education and technology, using qualitative, documentary research for investigation, using the focus group technique, through semistructured interviews with open questions, initiated after prior approval by the Ethics Committee in Research and audio visual informed consent of respondents, through opinion 5,236,717. The subjects of the research are the teachers who are part of the Teaching Staff of Paraná who work at the Colégio Estadual Alto da Glória de Palmas Paraná. The interpretation of the collected material followed the directions of “content analysis”. Respondents considered the challenges and advances made at work during the pandemic and demonstrate the difficulties faced with the return to facetoface classes, as well as the change that has taken place in the exercise of their work and in the profession with the possibilities arising from technology through education policies. The conclusion permeates the need for a policy to value teaching work in contemporary times, reaffirming the identity of this professional in society. In this sense, future investigations can analyze the process of resizing that causes crises in the career of teachers in contemporary times as well as the impact of these changes on the health of teachers.