O INÍCIO NA DOCÊNCIA NO CONTEXTO DE PANDEMIA: DESAFIOS E POSSIBILIDADES.
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| Title: | O INÍCIO NA DOCÊNCIA NO CONTEXTO DE PANDEMIA: DESAFIOS E POSSIBILIDADES. |
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| Alternate Title: | STARTING TEACHING IN THE CONTEXT OF PANDEMIC: CHALLENGES AND POSSIBILITIES. INICIAR LA DOCENCIA EN EL CONTEXTO DE PANDEMIA: DESAFÍOS Y POSIBILIDADES. |
| Authors: | da Silva Cavalcante, Maria Mikaele1 mikaele262009@hotmail.com, de Souza Castro, Íris Martins2 irismartinsnr@gmail.com, Sabino de Farias, Isabel Maria3 isabelinhasabino@yahoo.com.br |
| Source: | Imagens da Educação. jul-sep2024, Vol. 14 Issue 3, p215-237. 23p. |
| Subject Terms: | *Beginning teachers, Virtual reality, Social support, Morinda citrifolia, Pandemics |
| Abstract (English): | With Covid-19, a new way of relating and living in society was established. In Education, classes took on a remote nature, with a routine in a virtual environment, posing a new challenge for the school community. In this analysis, we turn specifically to the reality experienced by teachers from Ceará who are starting to teach. The objective is to understand the challenges and ways of reacting for teachers starting their careers during the pandemic, as well as how these teachers have dealt with the adversities of this scenario. We developed a qualitative research, carried out with the participation of beginning teachers who present, through written narratives, the challenges and experiences during their entry into teaching, amid the pandemic. The studies by Garcia (2010), Stake (2011), Cruz, Hobold and Farias (2020), Contreras (2012), Cardoso and Mendonça (2020), Nono and Mizukami (2002), served as the basis for the analyzes in focus. The results indicate that the challenges experienced at the beginning of teaching were intensified in this context and that teachers seek to overcome them in different ways. It is expected to contribute to reflection on the social relevance of supporting and monitoring these teachers, how to problematize the pandemic context, making the school reality even more complex and challenging. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Con el Covid-19 se estableció una nueva forma de relacionarse y vivir en sociedad. En Educación, las clases adquirieron un carácter remoto, con una rutina en un entorno virtual, planteando un nuevo desafío para la comunidad escolar. En este análisis, nos dirigimos específicamente a la realidad que viven los profesores de Ceará que comienzan a enseñar. El objetivo es comprender los desafíos y formas de reaccionar de los docentes que inician su carrera durante la pandemia, así como cómo estos docentes han afrontado las adversidades de este escenario. Desarrollamos una investigación cualitativa, realizada con la participación de docentes principiantes quienes presentan, a través de narrativas escritas, los desafíos y experiencias durante su ingreso a la docencia, en medio de la pandemia. Los estudios de García (2010), Stake (2011), Cruz, Hobold y Farias (2020), Contreras (2012), Cardoso y Mendonça (2020), Nono y Mizukami (2002), sirvieron de base para los análisis que nos ocupan. Los resultados indican que los desafíos vividos al inicio de la docencia se intensificaron en este contexto y que los docentes buscan superarlos de diferentes maneras. Se espera contribuir a la reflexión sobre la relevancia social del acompañamiento y seguimiento de estos docentes, cómo problematizar el contexto de pandemia, volviendo aún más compleja y desafiante la realidad escolar. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Com a Covid-19, instaurou-se um novo modo de se relacionar e viver em sociedade. Na Educação, as aulas assumiram um caráter remoto, com uma rotina em ambiente virtual, constituindo um desafio novo para a comunidade escolar. Nesta análise, voltamo-nos especificamente para a realidade vivenciada por professores cearenses que estão iniciando na docência. O objetivo é compreender os desafios e as formas de reagir de professores iniciantes na carreira durante a pandemia, assim como o modo como esses docentes têm lidado com as adversidades desse cenário. Desenvolvemos uma pesquisa qualitativa, realizada com a participação de professores iniciantes que apresentam, por meio de narrativas escritas, os desafios e experiências durante o seu ingresso na docência, em meio à pandemia. Os estudos de Garcia (2010), Stake (2011), Cruz, Hobold e Farias (2020), Contreras (2012), Cardoso e Mendonça (2020), Nono e Mizukami (2002), serviram de base para as análises em foco. Os resultados indicam que os desafios vivenciados no início da docência foram intensificados nesse contexto e que os professores buscam superá-los de diversas formas. Espera-se contribuir para a reflexão sobre a relevância social do apoio e acompanhamento desses professores, como problematizar o contexto pandêmico, tornando a realidade escolar ainda mais complexa e desafiadora. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | With Covid-19, a new way of relating and living in society was established. In Education, classes took on a remote nature, with a routine in a virtual environment, posing a new challenge for the school community. In this analysis, we turn specifically to the reality experienced by teachers from Ceará who are starting to teach. The objective is to understand the challenges and ways of reacting for teachers starting their careers during the pandemic, as well as how these teachers have dealt with the adversities of this scenario. We developed a qualitative research, carried out with the participation of beginning teachers who present, through written narratives, the challenges and experiences during their entry into teaching, amid the pandemic. The studies by Garcia (2010), Stake (2011), Cruz, Hobold and Farias (2020), Contreras (2012), Cardoso and Mendonça (2020), Nono and Mizukami (2002), served as the basis for the analyzes in focus. The results indicate that the challenges experienced at the beginning of teaching were intensified in this context and that teachers seek to overcome them in different ways. It is expected to contribute to reflection on the social relevance of supporting and monitoring these teachers, how to problematize the pandemic context, making the school reality even more complex and challenging. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 21798427 |
| DOI: | 10.4025/imagenseduc.v14i3.70596 |
