Seeing behind the fog: A case study on teachers’ working conditions during the pandemic in the state of Paraná, Brazil

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Abstract

This paper seeks to investigate how, in the face of the COVID-19 pandemic, the work proposals directed by the government unfolded in the pedagogical practices of basic education teachers in Paraná/Brazil in emergency remote teaching. For that, the case study was used as a method, with a quantitative and qualitative analysis of the data. The qualitative analysis of the regulations took place through descending hierarchical classification (CHD), word cloud generator, and similitude analysis, as well asthrough the descriptive analysis of the data from the application of a questionnaire to 78 basic education teachers. The results showed a gap between the main regulations issued by the federal and state public authorities that affect basic education in Paraná in the emergency period due to COVID-19 and the teaching practice of teachers, as well as the problems faced in the pedagogical/administrative support that these teachers received. Finally, the information presented in this study proved to be significant to understand the complexity of the educational problems that were intensified and others that emerged, due to remote teaching.

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How to Cite
Wiese, A. F., Lima, F. V., Retamero, F. P. A., Haracemiv, S. M. C., & Kaiper-Marquez, A. (2022). Seeing behind the fog: A case study on teachers’ working conditions during the pandemic in the state of Paraná, Brazil. Education Policy Analysis Archives, 30, (165). https://doi.org/10.14507/epaa.30.7320
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Author Biographies

Andréia Faxina Wiese, Universidade Tecnológica Federal do Paraná (UTFPR)

Bachelor’s of business administration with specialization in marketing (2006), and pedagogy (2018), specialist in business management (2015), and neuropsychopedagogy (2019). Master’s in society and development (2018) from the State University of Paraná (UNESPAR). She is currently a basic education teacher of the State of Paraná and a member of the Study and Research Group in Education and Teacher Training (GEPEFORP) at the Federal Technological University of Paraná (UTFPR).

Francisca Vieira Lima, Universidade Federal do Paraná (UFPR)

Doctoral student in education - UFPR – with a focus on cognition, learning, and human development. Master’s in education from UFPR. Degree in pedagogy, physical education, and a full degree in mathematics. In addition to specializations at the lato sensu level, she is a member of the Research Group EPEJA- CNPQ Interinstitutional, basic education teacher of the State of Paraná.

Fabiana Paulino Alexandre Retamero, Universidade Federal do Paraná (UFPR)

Degree in languages, a graduate degree in psychopedagogy, school management, and pedagogical coordination. Master’s in education from the Pontifical Catholic University of Paraná. She worked as a teacher of Portuguese language in basic education, as pedagogical coordinator of the area (languages), and pedagogical coordinator of elementary and high school. She is currently the general pedagogical coordinator of Adventist education for the Central Region of Paraná. She is also a trainer, professor, tutor, and author of Portuguese language courses at the Adventist Corporate University.

Sonia Maria Chaves Haracemiv, Universidade Federal do Paraná (UFPR)

Professor at the Federal University of Paraná. Postdoctorate in curriculum and assessment from UNIRIO. Doctorate in history and philosophy of education from PUC-SP. Master’s in education and sciences from UFSC. Professor of the Graduate Program in Education-PPGE- and the Graduate Program in the Professional Master’s Degree Program in Education. Research: education of youth, adults and elderly; YAE in the prison system. Coordinator of the YAE and Technology Subproject, UFSC/UFPR interinstitutional partnership - representative of UFPR for the Research: Cognition, Learning, and Human Development in YAE in the Luso-Brazilian International Network for Collaborative Research in Education and Training of Teachers for Youth and Adults.Vice Coordinator of the Social Observatory Health in Prison and Criminal Justice.

Anna Kaiper-Marquez, The Pennsylvania State University

Dr. Anna Kaiper-Marquez is associate director and assistant teaching professor at the Institute for the Study of Adult Literacy and the Goodling Institute for Research in Family Literacy in the College of Education at The Pennsylvania State University. She completed her dissertation in comparative and international development education at the University of Minnesota that, over a three-year span, centered on the adult English language learning and literacy of domestic workers in South Africa. From this research, she has published several journals articles, book chapters, and book reviews on adult basic education (ABE), English language learning, and qualitative methodologies in national and international contexts. Prior to beginning her doctoral studies, Anna was a GED and ESL instructor for adults at Northern New Mexico Community College in Espanola, New Mexico. Within this role, she oversaw the distance learning program for ABE students and concurrently acted as a naturalization tutor for her ESL students. Additionally, Anna has taught English as a foreign language and business English to K-12, adult learners in Thailand, Argentina, and South Africa, and middle school special education in the Bronx, New York.