A pandemia e as emoções de professores alfabetizadores de escolas da rede pública estadual de Erechim/RS: influência dos sentimentos no cotidiano escolar

Abstract

This work is part of a Dissertation research linked to the Stricto Sensu Professional Master's Program in Education (PPGPE) at the Federal University of Fronteira Sul (UFFS), Erechim Campus, within Research Line 1: Pedagogical Processes, Policies, and Educational Management. The theme of this Dissertation focuses on the pandemic and the emotions of literacy teachers from public schools in the state network of Erechim, with an emphasis on the influence of emotions in the school routine and in the teaching and learning processes. Based on this reality, the research problem is: To what extent can the feelings and emotions of literacy teachers in public schools of the state network of Erechim/RS interfere with and/or influence the processes of teaching and learning reading and writing in the context of the Covid-19 pandemic? From this perspective, the general objective of the study is to investigate to what extent the feelings and emotions of literacy teachers in public schools of the state network in Erechim/RS impact the teaching and learning processes of reading and writing in the context of the Covid-19 pandemic. Based on the general objective, three specific objectives were established: 1) To investigate the emotional burden of literacy teachers and which feelings are present in their pedagogical actions since the Covid-19 pandemic; 2) To identify the challenges literacy teachers face in their workplaces after the Covid-19 pandemic; 3) To highlight which feelings and emotions are present in literacy teachers' practice and how these feelings and emotions impact the teaching and learning processes of reading and writing since the Covid-19 pandemic. To achieve the proposed objective and answer the research question, the methodology is organized into four stages: 1) Bibliographic Research; 2) Documentary Research; 3) State of Knowledge; 4) Field Research. In the Bibliographic Research, the main authors supporting the theoretical framework are Freire (1996), who discusses the formation of knowledge for teaching practice; Ferreiro and Teberosky (1986), who present the evolution of children's writing in the literacy process; Gatti (2020), who discusses post-pandemic educational models; Boaventura de Souza Santos (2020), who addresses the inequalities surrounding the virus; Nóvoa (2022), who discusses teaching post-pandemic; Rhoden (2014), who dialogues about teacher education and emotional education; Casassus (2009), who presents the foundations of emotional education; Facci and Urt (2020), who discuss teacher burnout. The Documentary Research brings into the context of the discussions the Federal Constitution of 1988 (CF/88), the Law of Guidelines and Bases of National Education (LDB/96), the National Curriculum Parameters (PCN), Pró-Letramento, the National Pact for Literacy at the Right Age (PNAIC), the National Education Plan (PNE), the National Common Core Curriculum (BNCC), the More Literacy Program (PMALFA), the Gaúcho Curricular Framework (RCG), the National Literacy Policy (PNA), the Basic Education Yearbook, the Time to Learn Program, the Alfabetiza Tchê Program, and the National Commitment to Child Literacy Program. In the State of Knowledge Research, an initial search for theses and dissertations published on websites and research platforms around the general descriptor of literacy was conducted. Given the challenges posed by the large number of publications, and since the primary focus is not the literacy process itself but the emotions involved in this process, particularly those of literacy teachers, within the context of the Covid-19 pandemic, a refinement of the descriptors was chosen. The descriptors used were Literacy – Emotion, and the research was conducted on the Oasisbr research platform. Finally, the Field Research, of a qualitative nature, involved literacy teachers from state public schools in the municipality of Erechim/RS, who teach third-year elementary school classes. These teachers were invited to write Pedagogical Letters (Freire, 1996) about their feelings and emotions since the Covid-19 pandemic, as well as the impacts of these feelings on the teaching and learning processes in their daily school routine. After analyzing the Pedagogical Letters, the results indicate that the feelings and emotions of literacy teachers since the Covid-19 pandemic can indeed impact the teaching and learning processes of reading and writing for third-year elementary school students. In their accounts, the participants of this study highlighted the importance of physical presence and contact, the need to establish emotional bonds in the teacher-student relationships, and the welcoming environment that expressions of affection provide as essential for meaningful literacy. Furthermore, the demonstration of feelings and emotions by literacy teachers, as well as the emotional bonds built in schools, especially in the early years, can be addressed through in-person interactions. Thus, it was found that the absence of in-person education, along with the lack of physical contact and affectionate relationships since the Covid-19 pandemic, not only impacted but continues to impact the teaching and learning processes. This is because learning occurs through exchanges with others and the sharing of knowledge among individuals, which are essential for learning, particularly in the literacy process.