O ensino remoto em escolas cidadãs integrais no Estado da Paraíba: uma análise acerca da precarização do trabalho docente e seu impacto no ensino de sociologia.

Abstract

The present study focused on the analysis of the working conditions of Sociology teachers, in ECIs in the State of Paraíba, in times of social detachment, reflecting on how the demands of remote teaching affected the learning of the subject, based on the experience lived by teachers and students in this scenario. The methodology adopted was qualitative research, by means of bibliographic and documental analysis. Considering the approach and the type of research chosen, we elected the experience report as an important source, and as data collection techniques, the questionnaire and the interview. The results of the investigation indicated that remote teaching deepened the precariousness of the work of Sociology teachers, revealing the process of alienation that the teaching work assumes in this context. This phenomenon ended up affecting the students' learning, who were also submitted to precarious study conditions. Aiming at a greater highlight of the Sociology discipline and taking into account the problems presented, we propose, after the research development, the realization of a pedagogical intervention from the elaboration of an elective discipline, to be taught in the ECIs, in order to strengthen the presence of Sociology both in face-to-face teaching and in remote teaching. By presenting an overview of this teaching model, in the context of the pandemic, the study expresses the conditions of teachers' work during social isolation, while revealing the difficulties suffered by students, opening space for a deeper debate on how to face the adversities and challenges that were posed.