Resumo

BRANCO, Samantha Amanda; SOUZA, Vera Lucia Trevisan de  e  ARINELLI, Guilherme Siqueira. Social isolation, pandemic and teaching activity: Meanings about remote teaching. Rev. psicopedag. [online]. 2022, vol.39, n.120, pp. 320-331. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20220036.

With social isolation adopted as a health measure during the COVID-19 pandemic, remote teaching was instituted as an alternative measure to education throughout the national territory. Faced with such dynamics, new challenges and (im)possibilities were posed, bringing the need to rethink school relationships, the role of the teacher and their working conditions. Using Historical-Cultural Psychology, we sought to understand the meanings of public school teachers regarding pedagogical experiences during remote teaching through semi-structured interviews. The results indicate that the teaching experiences were associated with feelings of anguish and impotence in the face of remote teaching and the uncertainties of the future. We conclude that the pandemic period had an impact on the teaching-learning process in its pedagogical and relational dynamics, intensifying feelings of anxiety and fear in the perception of teachers regarding working conditions.

Palavras-chave : Pandemic; Historical-Cultural Psychology; Teachers; Meaning; Experience.

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