Teaching in Countryside Education in the context of COVID-19

Detalhes bibliográficos
Autor(a) principal: Crespo Lopes, Juliana
Data de Publicação: 2021
Outros Autores: Fernandes Chaves Lira, Gabriela, Papacidero Magrin, Nicolly, da Silva Noal, Débora, Thuane Melo da Silva, Marina
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413
Resumo: ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education.
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spelling Teaching in Countryside Education in the context of COVID-19Teaching in Countryside Education in the context of COVID-19La enseñanza en la educación rural en el contexto de COVID-19Teaching in Countryside Education in the context of COVID-19A Docência na Educação do Campo no contexto da COVID-19ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education.ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education.RESUMEN. La educación en el campo se forma a partir de las luchas históricas por los derechos a la educación, la tierra, la justicia social y el trabajo. Con la aparición de la pandemia COVID-19, las vulnerabilidades y la precariedad ya presentes en el pasado se hicieron más evidentes. De las adaptaciones que fueron necesarias debido a las medidas de aislamiento social, surgió la preocupación por la salud mental y el apoyo psicosocial de los actores que hacen posible la continuidad de la educación para las poblaciones del campo: los maestros. A partir de ello, tenemos el objetivo de presentar un análisis de las repercusiones de la pandemia COVID-19 en la salud mental y psicosocial de los maestros de la educación en el campo. Se realizaron entrevistas semiestructuradas a través de plataformas de comunicación digital con cinco profesionales de la educación en el campo, uno de cada una de las cinco regiones de Brasil. Utilizó el análisis del discurso para identificar situaciones que generaron sufrimiento psicológico y también los procesos críticos que son protectores de la salud mental en contextos pandémicos. Las prácticas pedagógicas remotas dejaron aún más precaria y vulnerable la situación de la Educación en el Campo y de los educadores en el Campo. La pandemia COVID-19 también aceleró la despersonalización y devaluación de la Educación en el campo.ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education.A Educação no Campo se configura a partir de lutas históricas por direitos à educação, à terra, à justiça social e ao trabalho. Com o surgimento da Pandemia COVID-19, as vulnerabilidades e precarizações tornaram-se mais evidentes. A partir das adaptações que foram necessárias em função das medidas de isolamento social, emergiu a preocupação com a saúde mental e apoio psicossocial dos atores que tornam possível a continuidade da educação para as populações do campo: os(as) professores(as). Diante disso, o artigo tem como objetivo apresentar uma análise das implicações da Pandemia da COVID-19 na saúde mental e psicossocial dos professores da Educação do Campo. Foram realizadas entrevistas semiestruturadas por meio de plataformas de comunicação digital com cinco profissionais da Educação do Campo, um de cada uma das cinco regiões do Brasil. A partir da análise do discurso, foram identificadas situações geradoras de sofrimento psicológico bem como os processos críticos protetores que proviam suporte à saúde mental no contexto pandêmico. As práticas pedagógicas remotas tornaram a situação da Educação do Campo e de educadores do Campo ainda mais precária e vulnerável. A pandemia da COVID-19 também acelerou processos de despersonalização e desvalorização da Educação do Campo. Palavras-chave: saúde mental, atenção psicossocial, educação do campo, emancipação, COVID-19.   Teaching in Countryside Education in the context of COVID-19 ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education. Keywords: mental health, psychosocial care, countryside education, emancipation, covid-19.   La enseñanza en la educación rural en el contexto de COVID-19 RESUMEN. La educación en el campo se forma a partir de las luchas históricas por los derechos a la educación, la tierra, la justicia social y el trabajo. Con la aparición de la pandemia COVID-19, las vulnerabilidades y la precariedad ya presentes en el pasado se hicieron más evidentes. De las adaptaciones que fueron necesarias debido a las medidas de aislamiento social, surgió la preocupación por la salud mental y el apoyo psicosocial de los actores que hacen posible la continuidad de la educación para las poblaciones del campo: los maestros. A partir de ello, tenemos el objetivo de presentar un análisis de las repercusiones de la pandemia COVID-19 en la salud mental y psicosocial de los maestros de la educación en el campo. Se realizaron entrevistas semiestructuradas a través de plataformas de comunicación digital con cinco profesionales de la educación en el campo, uno de cada una de las cinco regiones de Brasil. Utilizó el análisis del discurso para identificar situaciones que generaron sufrimiento psicológico y también los procesos críticos que son protectores de la salud mental en contextos pandémicos. Las prácticas pedagógicas remotas dejaron aún más precaria y vulnerable la situación de la Educación en el Campo y de los educadores en el Campo. La pandemia COVID-19 también aceleró la despersonalización y devaluación de la Educación en el campo. Palabras clave: salud mental, atención psicosocial, educación en el campo, emancipación, covid-19.Universidade Federal do Tocantins2021-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1241310.20873/uft.rbec.e12413Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e12413Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e124132525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19223https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19224https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19225https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19226Copyright (c) 2021 Juliana Crespo Lopes, Gabriela Fernandes Chaves Lira, Nicolly Papacidero Magrin, Débora da Silva Noal, Marina Thuane Melo da Silvainfo:eu-repo/semantics/openAccessCrespo Lopes, JulianaFernandes Chaves Lira, Gabriela Papacidero Magrin, Nicolly da Silva Noal, Débora Thuane Melo da Silva, Marina2021-10-30T00:10:34Zoai:ojs.revista.uft.edu.br:article/12413Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2021-10-30T00:10:34Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Teaching in Countryside Education in the context of COVID-19
Teaching in Countryside Education in the context of COVID-19
La enseñanza en la educación rural en el contexto de COVID-19
Teaching in Countryside Education in the context of COVID-19
A Docência na Educação do Campo no contexto da COVID-19
title Teaching in Countryside Education in the context of COVID-19
spellingShingle Teaching in Countryside Education in the context of COVID-19
Crespo Lopes, Juliana
title_short Teaching in Countryside Education in the context of COVID-19
title_full Teaching in Countryside Education in the context of COVID-19
title_fullStr Teaching in Countryside Education in the context of COVID-19
title_full_unstemmed Teaching in Countryside Education in the context of COVID-19
title_sort Teaching in Countryside Education in the context of COVID-19
author Crespo Lopes, Juliana
author_facet Crespo Lopes, Juliana
Fernandes Chaves Lira, Gabriela
Papacidero Magrin, Nicolly
da Silva Noal, Débora
Thuane Melo da Silva, Marina
author_role author
author2 Fernandes Chaves Lira, Gabriela
Papacidero Magrin, Nicolly
da Silva Noal, Débora
Thuane Melo da Silva, Marina
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Crespo Lopes, Juliana
Fernandes Chaves Lira, Gabriela
Papacidero Magrin, Nicolly
da Silva Noal, Débora
Thuane Melo da Silva, Marina
description ABSTRACT. Education in the countryside is a result of historical fights for the rights of property, education, social justice, and labor. The COVID-19 Pandemic highlighted the existing vulnerabilities and precariousness, and alongside the social isolation came the need to cope with mental health issues and psychosocial support for countryside teachers. This paper aims to present an analysis on the implications of COVID-19 Pandemic in mental and psychosocial health of the countryside teachers. Five countryside education professionals were interviewed, one from each Brazilian region. Online semi-structured interviews were analysed by discourse analysis. The findings showed situations leading to psychological distress as well as critical protective processes, which promoted mental health in the pandemic context. Pedagogical practices from distance have turned the situation of countryside education and its educators even more precarious and vulnerable. The pandemic accelerated processes of depersonalisation and devaluation of countryside education.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-26
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413
identifier_str_mv 10.20873/uft.rbec.e12413
dc.language.iso.fl_str_mv por
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19225
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12413/19226
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e12413
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413
Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12413
Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e12413
2525-4863
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