Professional recognition of the teaching work through the point of view of Basic Education teachers in times of pandemic
DOI:
https://doi.org/10.5212/PraxEduc.v.18.20959.008Abstract
In this paper, it is presented a cutoff of the study Educação escolar em tempos de pandemia na visão de professoras/es da Educação Básica [School education in times of pandemic in the point of view of teachers of Basic Education] carried out in 2020, with the aim of understanding how teacher of Basic Education in Brazil developed their activities in the first weeks of isolation due to the covid-19 pandemic. Professional recognition from the point of view of 14,285 teachers is addressed. The discursive answers to an electronic questionnaire were processed with the help of the Alceste and NVivo programs. Considering the professional recognition as a global process that integrates an evaluative dimension and a legitimation dimension in the work context, the responses indicated three axes: one anchored in hope, associated with expectations of valorization, especially by the families; another more pessimistic, based on the disbelief in change; and, finally, one that highlights the insecurity and uncertainty of the current context, composed of texts about the (non) valorization of the teaching work
Keywords: Covid-19. Professional recognition. Teaching work.
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