Trabalho docente na licenciatura em Educação do Campo (LEdoC) do Estado do Amapá e o Ensino Remoto Emergencial (ERE)

Abstract

The study addresses the teaching work in the Licentiate in Rural Education (LEdoC) at the Mazagão Campus (CampMzg) of the Federal University of Amapá (Unifap). Based on the categories of working conditions, precariousness and intensification, this dissertation analyzes teaching work since the implementation of the LEdoC CampMzg (in 2014) until the period of Emergency Remote Teaching (ERE), in the context of the Covid-19 pandemic (2020-2022). The research problem is the following: how did the ERE impact the pre-existing working conditions of the teachers at LEdoC CampMzg? The objective of our dissertation is to analyze the changes in teaching working conditions generated by the ERE, in the period of the Covid-19 pandemic. The specific objectives are a) to analyze the educational policies for teaching work at LEdoC/Unifap, in the neoliberal context and State reforms; b) examine educational decisions and actions that affected teaching work before and during the pandemic context at LEdoC CampMzg (2014-2022); c) investigate the conditions of teaching work in the ERE (new intensified and precarious forms), considering the physical structure, equipment, laboratories, use of digital technologies, curriculum adequacy, teaching-learning, working time and the perceptions of teachers about health. Methodologically, the study presents a qualitative approach and is based on interviews and documentary examination of the main educational policies implemented during the pandemic period for teaching work at LEdoC. We take Dialectical Historical Materialism (MHD) and content analysis as a basis. In the empirical investigation, we carried out documentary research and oral history interviews with seven professors at LEdoC. The results indicate that, in the Covid-19 pandemic, the State, by executing neoliberal educational policies, outlined by International Organizations (IOs), brought damage to teaching work. We found that the teaching work at LEdoC CampMzg was even more precarious and intensified in the pandemic context, as there was an increase in working time, use of inappropriate spaces, as well as difficulties in the acquisition and use of new tools or digital equipment