Ser professor em tempos de pandemia: uma análise histórico-cultural do trabalho docente em um centro municipal de educação infantil de Jaraguá-GO

Abstract

The year 2020 begins with the most recent pandemic from the XXI century, a disease caused by a new variation of Coronavirus (Sars-Cov-2), named Covid-19. In Brazil, almost 700 thousand people, until the present moment, were killed by the virus, which spread was facilitated by the inefficient and late actions taken during a sanitary crisis. Places that were the most crowded had to be shut down. Schools remained closed between march 2020 and december 2021, therefore school activities were dislocated to a remote learning format, built in emergency through the pandemic advance. Due to such occurings, the precarization of the teaching work, which was already reckless, got expanded, taking on new faces and diversifying its already existing ways, since the chosen teaching format brings contradictions to work in general, specially to teaching. Capitalists principles, guides of modern society, in turn, had been present in schools, particularly in teaching activity, given the remote learning’s implementation, which was chosen in a society severely marked by its social and surviving resources inequalities. Such factors are clear indicatives of the interests behind an education dependent on digital technologies that are not available for everyone, with means that clearly hold back human development, once the teaching work is affected. Through the above, this research intends to analyze the perception of preschool teachers on the teaching activity that occurred in pandemic days. Therefore, interviews were made with four municipal preschool teachers, which were working in an exclusive emergency remote format. The theoretical and methodological perspective guiding this study is the historical and cultural conception centered in concepts developed by Vygotsky, Leoentiev and Elkonin. For data analysis, in a logical consistency with Vygotsky’s conception, were utilized Aguiar and Ozella (2013) proposal, which were responsible for the elaboration of meaning nucleus, an analytical procedure that intends to seize the essence, the senses and then overcome the mere description of phenomenon. The data analysis culminated in three nucleus: a)The reception of the pandemic scenery: “what will become of us?”; b) To be a preschool teacher in pandemic times: “we had to learn by learning”; c) The day care center goes virtual: “Parents did the dynamic with the child and that was it. That is not enough for the child’s development”. From the data analysis, it was possible to conclude that teaching working conditions were precarious, and that the moment was marked by the absence of support and by teacher accountability for the new format results. The reality of students, however, was not so different, once families were imbued to assist and to make their own resources available to the on-line class. Nevertheless, the challenges arising from social.