Desafios e transformações: a prática docente em tempos de pandemia

Abstract

This study aims to understand the perspectives of teachers who worked in the early years of Elementary Education in public and private schools in the city of Juiz de Fora (MG) regarding emergency remote teaching during the COVID-19 pandemic, as well as its impacts on pedagogical practices, school management, and the teaching-learning process in the postpandemic context. The research adopts a qualitative approach, using semi-structured interviews with five teachers as the main data collection instrument. The results show that emergency remote teaching posed significant challenges to teaching work, particularly concerning the use of Digital Information and Communication Technologies, the reorganization of pedagogical practices, the intensification of educational inequalities, and impacts on teachers’ mental health. The analysis also indicates that the effects of remote teaching occurred unevenly between public and private education systems, influenced by institutional conditions, access to technology, and family support. It is concluded that emergency remote teaching exposed structural limitations of the Brazilian educational system and highlighted the need for public policies focused on teacher training, mental health care, and the reduction of educational inequalities.