Os desafios do trabalho docente na educação básica do município de Manaus em meio à pandemia da Covid-19

Abstract

This thesis analyzes the challenges of teachers' work in basic education in the midst of COVID-19 pandemic. The study was undertaken with teachers of municipal schools from Manaus, looking to understand how was teacher’s adaptation process to Emergency Remote Teaching and which were the setbacks they faced during their work journey, presenting repeating issues related to teachers' work and its precarization, intensified during the pandemic. The research we supported was: the neoliberal process increase the relationships of precarization of teachers' work in public schools from Manaus and this context became even more brutal since the COVID-19 pandemic, when teachers had to adapt to a new reality abruptly, without having the chance to reorganize completely. Our theoretical methodological choice was based on historical dialectical materialism to comprehend the object and reality that was evidenced by the facts, bringing categories such as contradiction, totality, mediation, and praxis. The data collected was properly treated, organized and analyzed based on the thematic analysis proposed in the investigation. To collect the data, besides working with bibliographical and documentary research, we used empirical research as collection tool, handing out a guide of semi- structured interview for the subjects of the research, which are the teachers of SEMED (municipal office of education) that work in elementary school. Based on this investigation, we verified that teachers' work during the pandemic became more precarious, emphasizing the intensification of teachers' workforce exploration, resulting in relevant consequences to these professionals such as: stress, sense of frustration, physical and psychological illness. This study is organized in three chapters, using authors as Marx (1998; 2004; 2006; 2013); Kosik (1969); Konder (1992); Lukács (2003); Meszáros (1981;2006); Tardif and Lessard (2009); Antunes (2005; 2009; 2020); Fernandes (1975); Azzi (2012); Libâneo (2010); Pimenta (2012); Freitas (2018); Silva (2018); Silva (2019); Mourão (2006); Palú (2020), and Andrade; Negrão; Vilaça (2021), which are part of the theoretical construction of the research, sustained on historical dialectical materialism, the basis for this investigation. Public policies that aim to support teachers are still an utopia, emphasizing that, during the pandemic, issues that were part of school routine and were hidden got intensified during this process, indicating the increase of working hours, low salaries for these professionals, and the dearth of quality continuing education, reinforcing the precarization of teachers' work in public municipal schools from Manaus facing this neoliberal model sustained by the capital.