Libertad asfixiada: cuando se cuestiona la identidad del profesor
DOI :
https://doi.org/10.18800/psico.202601.007Mots-clés :
Sentido del trabajo, Docentes, Educación secundaria, Fenomenología, Identidad profesionalRésumé
Cette étude visait à comprendre la signification que 12 enseignants du secondaire des écoles publiques et privées du Brésil attribuent à leur travail au milieu de la pandémie de Covid-19. À partir de l'utilisation de récits exhaustifs, les résultats suivants ont été identifiés: (a) l'enseignement de la performance en tant qu'activité significative, avec un but et une (im)pertinence sociale; (b) perte de référence dans le temps, l'espace et l'identité; (c) les doutes sur l'expansion des vulnérabilités sociales, le (dés)engagement professionnel et institutionnel dû à la pandémie et le (dés)engagement professionnel et institutionnel et (e) l'environnement éloigné comme facteur de surveillance. On en conclut que le travail considéré comme significatif restait intrinsèquement précieux, contribuant à l'adaptation à l'enseignement à distance, même face à des adversités telles que le sentiment d'exposition et de peur.
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