As condições de trabalho docente nos cursos de Ciências Sociais e Sociologia da Unifap em contexto de Ensino Remoto Emergencial (2020-2022)

Abstract

With this study, we sought to analyze the working conditions of the professors who make up a single collegiate of professors of the Bachelor's Degree in Social Sciences and Degree in Sociology, linked to the Department of Philosophy and Human Sciences (DFCH), of the Federal University of Amapá (Unifap) in the context of Emergency Remote Teaching (ERE), due to the Covid-19. In this context, it was analyzed in which conditions these professors carried out their work activities, identifying and questioning the characteristics of the physical and virtual structures used, the time spent working and the pedagogical resources. With regard to the structuring of the sections, the first section – introductory – presents the initial elements of the research, such as: a) problem and problematic; b) study justification; c) research objectives; d) literature review; e) the locus of the research and the participating professors; f) presentation of courses and characterization of the teaching profile; g) the theoretical-methodological aspects. This study is understood as a qualitative research, which starts from the assumptions of Dialectical Historical Materialism (MHD), which is empirically based on documentary research and oral history interviews, and the data generated through these investigative procedures were examined through the Content analysis. The second section addresses the theoretical debate about the categories related to the world of work, which are problematized in the study of working conditions: precariousness, intensification and uberization. The third section was built from two perspectives: 1st) theoretical approach on the relationship between the State, Capital/Neoliberalism and Public Educational Policies and the 2nd) concerns the problematization of documentary research, with the actions of the federal government and more directly of Unifap in the pandemic, with the emergence of the ERE, already presenting the results of the interviews with the teachers. And in the fourth section, the analysis of the results of the interviews with the professors is deepened, with emphasis on the unfolding of the context of Emergency Remote Teaching in the Social Sciences and Sociology courses at Unifap. In this sense, the aim is to present the results by comparing written documents and reports from the teachers themselves about their working conditions in the context of emergency remote teaching, thus understanding that the effects of the pandemic and the ERE reached the participating teachers. differently, given that for some the context of ERE was very close to working conditions before the pandemic, while for others, there was an intensification in the already existing precariousness of teaching working conditions.