As condições do trabalho docente durante a pandemia no estado de Minas Gerais

Abstract

This dissertation aims to comprehend the impact of the pandemic on Basic Education, specifically in the State Education Network of Minas Gerais (REE/MG). To achieve this, it sought to explore aspects that provide an overview of its scope: general descriptive statistics of Basic Education in Brazil, including data on enrollments, teachers, and educational units across the country, the state of Minas Gerais, and REE/MG; as well, we verify some insight into federal and state legislation regarding national and state-level education. Then, it was observed how the Covid-19's situation affected members of the school community: the pandemic scenario compelled educational stakeholders to adapt to remote work from their homes because of sanitary requirements. The text investigates how teaching work unfolded under these conditions. These conditions made Remote Learning (RL) by Digital Information and Communication Technologies (ICTs) tools, the way to conduct virtual classes. In order to establish a broader understanding of the conditions of teaching work, this dissertation drew upon the sociological theory of public action as a foundation for its analysis, adopting two approaches: a) one line that follows principles from Public Administration studies, which contain reflective elements related to educational public policies; and b) the other leads the study until get the Political Sociology of public action. We use the policy pentagon suggested by Lascoumes and Le Galès (2007; 2012). First, at one of the corners of the pentagon, there was an institutional level, where we can find the institutionalized policy of the Non-Presential Activity Regime (REANP), established by the Minas Gerais Department of Education (SEE/MG). Another point: the analysis concentrated on data specific to Minas Gerais from the research conducted by GESTRADO/UFMG with CNTE. Our conclusions finds that teachers from REE/MG have had an increase in workload compared to in-person activities, indicating that the conditions of teaching work may have deteriorated during RL, also perpetuating educational inequalities. The data found also indicate the importance of listening to the perceptions of teachers in political and educational decisions. Unfortunately, the SEE/MG did not give due importance to this aspect in promoting the REANP, an aspect consistently neglected or downplayed by the public authorities like a lot of studies in this camp worried about teaching work conditions showed to us.