Desafios sócio-tecnológicos impostos a professores e alunos diante do contexto histórico de crise pandêmica de COVID-19 no município de Caldas Novas/GO

Abstract

When considering our investigations, we believe that the relationship between educational/faculty practices and the coronavirus pandemic lacks further studies and research so that we are able to elucidate the reality experienced by education professionals in our country, above all, the professional/daily work carried out by public school teachers, considering the strange reality that moved away from the normality experienced by leaders, teachers, students and students‟ parents. The main objective of this work lies in the analysis of the historical events that have characterized the COVID-19 pandemic crisis and required the reconstruction, readjustment, reformulation of the teaching model, as well as the training of the teaching class in the use of digital technologies for the maintenance of remote learning activities which, as a consequence, has resulted in the precariousness and proletarianization of work and daily professional activities of teachers. To carry out the analyses, we defined the case study as a research methodology, supported by a quantitative-qualitative approach to undertake our empirical analyses, which focus on five public school units that offer Youth and Adult Education in the city of Caldas Novas/GO. We applied questionnaires with semistructured questions to the teachers of the discipline of History, as we understand that it offers greater freedom to the interlocutor regarding the process of construction and expression of their answers. The application of the questionnaires was carried out virtually through the Google Forms application and met all ethical and technical measures of the academy, as well as the legal determinations of social distancing, biosafety protocols to face the COVID-19 pandemic, including those determined by the municipal school system of Caldas Novas/GO. We have verified so far, October 09th, 2022, that the teaching work has been significantly precarious and proletarianized, since the teacher has been driven to invest in continuing education, technological resources and other teaching and teaching materials to support the realization and development of their professional activities remotely, without there is an economic-financial counterpart both from the state of Goiás and from the municipality of Caldas Novas/GO.