Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial
The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contri...
| Autores principales: | , |
|---|---|
| Formato: | Online |
| Lenguaje: | portugués |
| Publicado: |
Universidad de Costa Rica
2025
|
| Materias: | |
| Acceso en línea: | https://archivo.revistas.ucr.ac.cr/index.php/aie/article/view/62345 |
| _version_ | 1873790334112104448 |
|---|---|
| author | de Moura, Sara Dal Magro, Márcia Luíza Pit |
| author_facet | de Moura, Sara Dal Magro, Márcia Luíza Pit |
| author_sort | de Moura, Sara |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contribution, would allow for the construction of meaning attributed to the experiences of suffering during the pandemic, thus protecting the mental health of this professional category. This research aimed to understand the effects of the COVID-19 pandemic and the return to in-person classes on the recognition of the work of public elementary school teachers in a school in southern Brazil. A qualitative study was conducted, using participant observation recorded in field diaries and focus groups. The results indicate that social distancing and remote education during the COVID-19 pandemic had detrimental effects on teacher recognition. According to the participants, this recognition mainly occurs through relationships with students and colleagues and is insufficient from the management. Fake news and misinformation have also affected recognition, further amplifying the devaluation already perceived in the scenario of precarious working conditions in education, and contributing to the illness of this professional category. It is concluded that there is an urgent need to promote institutional actions aimed at labor recognition and the improvement of working conditions in basic education, which have been affected by the pandemic. |
| first_indexed | 2026-08-17T16:55:15Z |
| format | Online |
| id | INIE-RAIE-article-62345 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | por |
| last_indexed | 2026-08-17T16:55:15Z |
| publishDate | 2025 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-623452025-05-02T09:32:32Z Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial Reconhecimento do trabalho docente na educação básica em uma escola brasileira: da pandemia ao retorno presencial de Moura, Sara Dal Magro, Márcia Luíza Pit teaching work pandemic basic education docente trabajo pandemia educación básica docente trabalho pandemia educação básica The COVID-19 pandemic quickly changed lifestyles worldwide, including school routines, teaching and learning methods, and teaching practices, resulting in job insecurity and discouragement. From a psychodynamic perspective, work recognition, by promoting a form of symbolic reward for the work contribution, would allow for the construction of meaning attributed to the experiences of suffering during the pandemic, thus protecting the mental health of this professional category. This research aimed to understand the effects of the COVID-19 pandemic and the return to in-person classes on the recognition of the work of public elementary school teachers in a school in southern Brazil. A qualitative study was conducted, using participant observation recorded in field diaries and focus groups. The results indicate that social distancing and remote education during the COVID-19 pandemic had detrimental effects on teacher recognition. According to the participants, this recognition mainly occurs through relationships with students and colleagues and is insufficient from the management. Fake news and misinformation have also affected recognition, further amplifying the devaluation already perceived in the scenario of precarious working conditions in education, and contributing to the illness of this professional category. It is concluded that there is an urgent need to promote institutional actions aimed at labor recognition and the improvement of working conditions in basic education, which have been affected by the pandemic. La pandemia de COVID-19 modificó rápidamente los modos de vida en todo el mundo y, con ellos, las rutinas escolares, las formas de enseñar y de aprender, así como las formas de ser docente, lo cual produjo precarización laboral y desaliento. Para la psicodinámica, el reconocimiento laboral, al promover una forma de retribución simbólica por la contribución del trabajo, posibilitaría la construcción de sentido atribuido a las vivencias de sufrimiento experimentadas durante la pandemia, lo cual protegería la salud mental de esta categoría profesional. Esta investigación tuvo como objetivo comprender los efectos de la pandemia de COVID-19 y del retorno a la presencialidad para el reconocimiento en el trabajo docente en la enseñanza fundamental pública de una escuela del sur de Brasil. Se realizo una investigación cualitativa, con observación participante registrada en un diario de campo y grupos focales. Los resultados indican perjuicios provocados por el distanciamiento social y la educación a distancia durante la pandemia de COVID-19, para el reconocimiento docente. Este reconocimiento, según las personas participantes, se da especialmente a través de la relación con estudiantes y colegas, y es insuficiente por parte de la gestión. Las noticias falsas y la desinformación también han afectado el reconocimiento, ampliando aún más la desvalorización ya percibida en el escenario de precarización del trabajo en la educación, y contribuyendo al deterioro de la salud de esta categoría profesional. Se concluye que hay una necesidad urgente de promover acciones institucionales orientadas al reconocimiento laboral y a la mejora de las condiciones de trabajo en la educación básica, afectados por la pandemia. A pandemia da COVID-19 mudou rapidamente os modos de vida em todo o mundo e, com eles, as rotinas escolares, as formas de ensinar e aprender, bem como as formas de ser docente, produzindo precarização laboral e desalento. Para a psicodinâmica, o reconhecimento laboral, ao promover uma forma de remuneração simbólica pela contribuição do trabalho, possibilitaria a construção de sentido atribuído às experiências de sofrimento vivenciadas durante a pandemia, protegendo a saúde mental desta categoria profissional. Esta pesquisa teve como objetivo compreender os efeitos da pandemia da COVID-19 e do retorno às aulas presenciais para o reconhecimento no trabalho de professores do ensino fundamental público em uma escola do Sul do Brasil. Foi realizada uma pesquisa qualitativa, com observação participante registrada em diário de campo e grupos focais. Os resultados apontam prejuízos causados pelo distanciamento social e pela educação à distância para o reconhecimento docente. Este reconhecimento se dá, segundo os participantes, principalmente pelo relacionamento com estudantes e colegas, sendo insuficiente por parte da gestão. As notícias falsas e a desinformação também afetaram o reconhecimento, ampliando a desvalorização já percebida no cenário de precarização do trabalho na educação, e contribuindo para o adoecimento desta categoria profissional. Conclui-se que há necessidade urgente de promover ações institucionais voltadas ao reconhecimento laboral e melhora das condições trabalho na educação básica, afetados pela pandemia. Universidad de Costa Rica 2025-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article texto application/pdf https://archivo.revistas.ucr.ac.cr/index.php/aie/article/view/62345 10.15517/aie.v25i2.62345 Actualidades Investigativas en Educación; Vol. 25 No. 2 (2025): (May-August); 1-28 Actualidades Investigativas en Educación; Vol. 25 Núm. 2 (2025): (Mayo-Agosto); 1-28 Actualidades Investigativas en Educación; v. 25 n. 2 (2025): (Mayo-Agosto); 1-28 1409-4703 por https://archivo.revistas.ucr.ac.cr/index.php/aie/article/view/62345/63794 Derechos de autor 2025 Sara de Moura, Márcia Luíza Pit Dal Magro https://creativecommons.org/licenses/by-nc-sa/4.0/?ref=chooser-v1 |
| spellingShingle | teaching work pandemic basic education docente trabajo pandemia educación básica docente trabalho pandemia educação básica de Moura, Sara Dal Magro, Márcia Luíza Pit Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title | Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title_alt | Recognition of teaching work in basic education at a brazilian school: from the pandemic to the return to in-person classes Reconhecimento do trabalho docente na educação básica em uma escola brasileira: da pandemia ao retorno presencial |
| title_full | Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title_fullStr | Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title_full_unstemmed | Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title_short | Reconocimiento del trabajo docente en la educación básica en una escuela brasileña: De la pandemia al regreso presencial |
| title_sort | reconocimiento del trabajo docente en la educacion basica en una escuela brasilena de la pandemia al regreso presencial |
| topic | teaching work pandemic basic education docente trabajo pandemia educación básica docente trabalho pandemia educação básica |
| topic_facet | teaching work pandemic basic education docente trabajo pandemia educación básica docente trabalho pandemia educação básica |
| url | https://archivo.revistas.ucr.ac.cr/index.php/aie/article/view/62345 |
| work_keys_str_mv | AT demourasara recognitionofteachingworkinbasiceducationatabrazilianschoolfromthepandemictothereturntoinpersonclasses AT dalmagromarcialuizapit recognitionofteachingworkinbasiceducationatabrazilianschoolfromthepandemictothereturntoinpersonclasses AT demourasara reconocimientodeltrabajodocenteenlaeducacionbasicaenunaescuelabrasilenadelapandemiaalregresopresencial AT dalmagromarcialuizapit reconocimientodeltrabajodocenteenlaeducacionbasicaenunaescuelabrasilenadelapandemiaalregresopresencial AT demourasara reconhecimentodotrabalhodocentenaeducacaobasicaemumaescolabrasileiradapandemiaaoretornopresencial AT dalmagromarcialuizapit reconhecimentodotrabalhodocentenaeducacaobasicaemumaescolabrasileiradapandemiaaoretornopresencial |