ELEMENTS TO THINK ABOUT THE ORGANIZATION OF TEACHING PEDAGOGICAL WORK IN REMOTE TEACHING

Abstract

The organization of teachers' pedagogical work suffers the effects of the worsening educational crisis caused by the COVID-19 pandemic. Oriented to structure their work, exceptionally, through remote activities, teachers experience the challenge of planning new reconfigurations that can meet the learning needs of their students. Observing this problem, the study aims to identify the changes and challenges in the organization of the teacher's pedagogical work, considering the planning, the reconfiguration of the teaching-learning space-time, the interactions between teacher and students, in the context of emergency remote teaching. For this, we opted for a qualitative approach, with an exploratory character, using the questionnaire as an instrument for data collection, together with Basic Education teachers, from the Middle Southwest region of Bahia. Data were analyzed using the thematic analysis technique (BARDIN, 2010). Twenty-four teachers from the initial/final years of Elementary School and High School participated, from public and private schools. The results showed that teachers needed to reconfigure the Organization of Pedagogical Work (OTP) which began to include digital interfaces and impacted the increase in working hours and the need for continuing education. These and other demands of Emergency Remote Teaching (ERE), ended up triggering physical and mental wear. The monitoring of management/coordination with the work of the teachers was intensified, however, there was a significant decrease in the aspects of interaction and motivation, with the students, since it reveals conditions of social and economic vulnerability of our students and teachers. Therefore, the ERE brought significant changes in the Organization of the Pedagogical Work of the teachers.