TEACHING IN TIMES OF SOCIAL ISOLATION CAUSED BY COVID-19
NARRATIVES OF EARLY CHILDHOOD EDUCATION AND PRIMARY EDUCATION TEACHERS IN A RURAL SCHOOL
Abstract
This text presents an excerpt from a doctoral research carried out in Paraná with Early Childhood Education and Elementary School teachers from an urban and a rural school, both public. Seeking to investigate teachers' conceptions of the relationship between family and school during the social distancing period throughout the COVID-19 pandemic, the study was based on the perspective of Bauman (2007, 2011), Freire (2021), Nóvoa (2022), and Ostetto (2012). The research approach is qualitative and carries out a case study called life story (Lara & Molina, 2011). Data collection included a questionnaire via Google Forms and an interview via Google Meet, and data processing occurred by analyzing the participants' responses to the questionnaire during the interview (Souza & Cabral, 2015). The following categories are presented as results of these narratives: school life path; career choice; and teaching in social distancing and school-family relationships. The teachers' perceptions present facts that marked their personal school journey and a relationship with their career choice. They point out the challenges faced during this period and the ambivalence of the teaching profession, in which there was dedication to work and recognition from families regarding the professional qualification of teachers in children's education.
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