Impact of the COVID-19 pandemic in the context of socioemotional education

• Autor(a) principal: Melo Alves, Maria Rosa
• Data de Publicação: 2021
• Outros Autores: de Araújo, Yzila Liziane Farias Maia, Nepomuceno, Aline Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2915
• topic: Educação Socioemocional; Formação de Professores; Pandemia; COVID-19; Social-emotional Learning; Teacher Training; Pandemic; COVID-19; Educación Socioemocional; Formación de Profesores; Pandemia; COVID-19

The COVID-19 pandemic crossed continental barriers and imposed important measures that affected all areas that support social relations. In the educational context, the closure of schools opened the debate around the replacement of face-to-face classes by distance learning models. In this perspective, this study reflects on the impact of the COVID-19 pandemic in the context of socioemotional education through a qualitative approach. To this end, we chose to conduct a semi-structured interview with seven teachers. The inclusion criterion was the voluntary participation of teachers who work on the Project of Life discipline in basic education schools of the State Public network and who participated in the socioemotional education training processes. The interviews took place through telephone contact, respecting the isolation rules provided for in the biosafety protocols due to the pandemic. The interviews were recorded for later transcription. The responses obtained were treated by Bardin's content analysis and the following categories were identified: teaching practice, planning and remote teaching. It was concluded that the social isolation resulting from the pandemic had a negative impact on social-emotional learning mediated by the Project of Life discipline. Given the above, face-to-face classes represented emotional support for both young people and teachers. And, in the opinion of the interviewed teachers, the transposition of the classes to the remote format did not consider significantly the experience of the themes proposed by the discipline.