As condições do trabalho docente em tempos de pós-pandemia da covid-19: uma análise da produção do conhecimento

Abstract

The Covid-19 pandemic triggered an unprecedented health crisis, imposing political, social, and educational challenges worldwide. In the educational field, the emergency of social distancing forced schools and teachers to quickly restructure their pedagogical practices, leading to an abrupt transition to Emergency Remote Teaching. In this context, this dissertation aimed to understand the conditions of teaching work in the post-pandemic era of Covid-19, based on an analysis of knowledge production on the topic. The specific objectives were: 1) to describe the Brazilian educational context during the pandemic; 2) to identify the political and social implications and determinants that influenced teaching work between 2021 and 2023; and 3) to discuss the impacts of the health crisis on working conditions in Basic Education. Methodologically, this is a qualitative, exploratory study based on the Systematic Literature Review technique, prioritizing publications with Qualis A qualifications. The analysis of the documentary corpus revealed that teaching work was deeply affected by technological demands, the deterioration of teaching conditions, work overload, and the impact on professionals' physical and mental health. The pandemic exacerbated historical inequalities in the educational system while highlighting the central role of teachers in mediating educational processes. The study concludes that, in the post-pandemic context, teaching working conditions require urgent attention from public policies, particularly regarding professional recognition, continuing education, and overcoming educational inequalities.