Fenômenos emocionais em docentes no contexto da prática do Ensino Remoto Emergencial (ERE)

Abstract

With the adoption of Emergency Remote Teaching (ERT) during the COVID-19 pandemic, sudden changes in educational processes were observed, such as the immediate incorporation of technologies, the emergence of new demands in a short period of time and physical distancing, with direct repercussions in the increase of the emotional phenomena of the teachers, which need to be analyzed. In this context, the main objective of this research was to identify and to analyze the emotional phenomena manifested by Unimontes’ teachers during the ERT. It’s a basic and explanatory Research, of a quali-quantitative nature. Initially, a bibliographic survey was carried about the relationship between remote teaching and the manifestation of emotional phenomena in university teachers in times of a pandemic, using the following descriptors: “COVID” OR “Emergency Remote Teaching” OR “emotional phenomenon”) and (“remote teaching ” OR “teacher” OR “technologies”). After this step, a semi-structured questionnaire (Google forms) was sent to participants in November, 2021 and collected in March, 2022. One hundred and forty six teachers working at Unimontes participated of the research, regardless of age and gender, voluntarily through a Free Consent Form and Clarified (TCLE). The results were expressed as absolute and relative frequencies and the associations between the investigated phenomena were tested using the chi-square or Fisher's exact test in IBM SPSS Statistics (5% significance level). The bibliographic review showed that the relationships between teachers and students were modified during the ERT, occurring through digital means, which had repercussions on changes in daily life and behavior, in interpersonal and family relationships and in teaching practice. In addition, it was possible to identify studies focused on the concern with the emotional phenomena of teachers, mental illness, lack of support from schools, society and the state, work overload, personal dissatisfaction and difficulty in expressing emotions. Regarding the research’s results, there was a higher prevalence of female teachers (53.42%), aged between 36 and 45 years (37.67%), living with a spouse (58.90%), without children of school age (48.63%), with a master's degree (49.32%) in the following areas of knowledge: Human Sciences (32.19%), Applied Social Sciences (36.30%), Exact Sciences (21.92%) and Biological and Health Sciences (9.59%). Regarding the emotional state of teachers before the pandemic, the most of teachers was lively (39%) and confident (27%). With the beginning of the ERT, there was a change in the frequency of emotions, with emphasis on a higher frequency of anxiety (35%) and concern (33%), with the use of TIDIC and family issues being determining factors. Associations were found between the teachers' emotions, especially anxiety, worry, irritation, fear and sadness, and their sociodemographic and functional characteristics, such as area of knowledge, gender, age group, family configuration, teaching experience and daily work time (p<0.05). In conclusion, this work points to the importance of emotions in teaching training and performance and, above all, it was able to generate necessary reflections on the emotional manifestations of teachers, the absence of educational public policies aimed at emotional assistance and investment in training. However, other studies with this theme are necessary and urgent in order to guarantee the best educational experience.