Asphyxiated freedom: when teachers’ identity is challenged
DOI:
https://doi.org/10.18800/psico.202601.007Keywords:
sentido del trabajo, docentes, educación secundaria, fenomenología, identidad profesionalAbstract
This study aimed to understand the sense that 12 high school teachers from public and private Brazilian schools located in the city of Campinas, SP attribute to their work in the midst of the Covid-19 pandemic. From the use of comprehensive narratives, the following results were identified: (a) teaching performance as a significant activity, with purpose and social (ir)relevance; (b) loss of reference in time, space and identity; (c) doubts about the expansion of social vulnerabilities, professional and institutional (dis)engagement due to the pandemic and professional and institutional (dis)engagement and (e) remote environment as a surveillance factor. It is concluded that the work considered significant remained intrinsically valuable, contributing to the adaptation to remote education, even in the face of adversities such as the feeling of exposure and fear.
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