Formação continuada e pandemia da COVID-19: um estudo a partir da experiência docente no ensino fundamental de Ipueiras - CE

Abstract

The research assignment titled "Continuing In-Service Training and the Covid-19 Pandemic: A Study of Teaching Experience in Primary Education in Ipueiras-CE" aims to analyze the impact of teacher'' continuing training on their teaching experience in the first years of Elementary Education during the pandemic. The ultimate goal is to support the educational management of Ipueiras-CE in offering continued training that enhances the teaching and learning processes and provides meaningful support to teachers. The research problem is justified by investigating the continuing training of teachers, proposed by the public management of the aforementioned municipality, which had an impact on the teaching experience of teachers during the 2020-2021 biennium of the Covid-19 pandemic. In the feature of this analysis, it is understood that training is the process that supports teaching practice and is constituted from various movements, such as graduation, post-graduation, courses, as well as reflection and looking at their practice or in exchange of experience between school peers. The investigative paths followed the methodological trails of descriptive field research of a qualitative nature and were developed through individual narrative interviews anchored in BERTAUX (2010). The interviews were carried out with teachers who work in Elementary Education in the initial years of two schools in the municipal public network of Ipueiras-CE. To explore the data that emerged from the interviews, the Discursive Textual Analysis of Moraes and Galliazi (2006; 2011) was used. The main theoretical contributions selected to theoretically support the investigative paths, inspire descriptions, support interpretations and reflections are based on Paulo Freire (1991; 1996; 2007); Antônio da Nóvoa (2022); Bertaux (2010), among others, in addition to sources available on reliable websites, as well as legislation that supports the topic, such as Continuing Training among other theoretical immersions. Four categories emerged from the teachers' speeches: "Challenges and Impacts of the pandemic on teaching training and performance"; "Emergency Remote Teaching: exploring tools and resources to enhance the teaching and learning process"; "Dimensions of permanent and continuing teacher training" and "Teaching and contemporary paths", from these categories, twelve subcategories emerged. The study concluded that the Municipal Department of Education of Ipueiras-CE's training initiatives during 2020 and 2021 did not meet educators' urgent needs. [resumo fornecido pelo autor]