Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior
Ano de defesa: | 2022 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Centro de Educação, Comunicação e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede.unioeste.br/handle/tede/6343 |
Resumo: | Society has experienced transformations arising from a rapid movement of political, economic, technological, and environmental changes and, more precisely in the years 2020, 2021, and 2022, is facing intense changes resulting from the covid-19 pandemic. Areas such as health and education face great challenges, given the plurality involved in their constitutive processes and the complexity in dealing with the human being as their main object of investigation. The implementation of remote teaching, the main methodology used in education during the pandemic, has impacted the experiences of teachers and students, considering the changes resulting from a non-face-to-face teaching, the distance in interpersonal contact, and the development of activities for which we were not prepared. In view of this reality, this paper seeks to discuss the practices that result from this scenario, aiming to overcome the fragmented and biologizing view of the human being and the articulation between psychic development, mental health, social processes, and education. The general objective of the study was to analyze the relations between remote teaching, mental health, and teachers' work activities in the context of higher education in the light of Cultural-Historical Psychology. The secondary objectives were to identify, in the scientific literature, elements inherent to the use of digital technologies in education that contribute to the mental exhaustion and psychological suffering of teachers; to discuss the conditions related to the practice of remote teaching in public Higher Education Institutions; and to analyze the modifications in the work activity and its implications on the teacher's mental health. A bibliographic research of exploratory nature was carried out, whose proposal consisted in exposing and discussing scientific works already published about the mental suffering/illness of university professors and relating them to Cultural-Historical Psychology, contemplating authors such as: Vygotsky (1930, 2004, 2003, 2006, 2018, 2019, 2021), Zeigarnik (1979), Leontiev (1984, 2004), Martins (2004, 2010, 2011, 2019, 2020), Pino (2005), González Rey (2011, 2016) and others. Such referential favors the articulation between biological, social, and cultural aspects of human processes, in addition to enabling the displacement of the subject's sole responsibility for his or her psychological illness to a vision that involves public policies of care and promotion of worker health. The research involved a literature review that transcends the dimension of the epistemological assumptions of Cultural-Historical Psychology, entering the study of political aspects of the Brazilian public Higher Education. Based on the results, it is concluded that remote teaching, although it has contributed to the development of some work processes of the professor, has resulted in even more precarious teaching and work relations and in a higher rate of psychological suffering, when compared to the period before the covid-19 pandemic. Such findings are crossed by an educational context at the service of capital, in function of market interests and to the detriment of the quality of its processes. |
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Rossetto, Elisabethhttp://lattes.cnpq.br/9680222435474093Rossetto, Elisabethhttp://lattes.cnpq.br/9680222435474093Both, Jorgehttp://lattes.cnpq.br/9513144319502175Milani, Rute Grossihttp://lattes.cnpq.br/8844448878404124http://lattes.cnpq.br/3928137780775090Theodoro, Débora Luana Crestani2022-12-08T17:33:58Z2022-12-01THEODORO, Débora Luana Crestani. Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior. 2022. 171 f. Dissertação (Mestado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.https://tede.unioeste.br/handle/tede/6343Society has experienced transformations arising from a rapid movement of political, economic, technological, and environmental changes and, more precisely in the years 2020, 2021, and 2022, is facing intense changes resulting from the covid-19 pandemic. Areas such as health and education face great challenges, given the plurality involved in their constitutive processes and the complexity in dealing with the human being as their main object of investigation. The implementation of remote teaching, the main methodology used in education during the pandemic, has impacted the experiences of teachers and students, considering the changes resulting from a non-face-to-face teaching, the distance in interpersonal contact, and the development of activities for which we were not prepared. In view of this reality, this paper seeks to discuss the practices that result from this scenario, aiming to overcome the fragmented and biologizing view of the human being and the articulation between psychic development, mental health, social processes, and education. The general objective of the study was to analyze the relations between remote teaching, mental health, and teachers' work activities in the context of higher education in the light of Cultural-Historical Psychology. The secondary objectives were to identify, in the scientific literature, elements inherent to the use of digital technologies in education that contribute to the mental exhaustion and psychological suffering of teachers; to discuss the conditions related to the practice of remote teaching in public Higher Education Institutions; and to analyze the modifications in the work activity and its implications on the teacher's mental health. A bibliographic research of exploratory nature was carried out, whose proposal consisted in exposing and discussing scientific works already published about the mental suffering/illness of university professors and relating them to Cultural-Historical Psychology, contemplating authors such as: Vygotsky (1930, 2004, 2003, 2006, 2018, 2019, 2021), Zeigarnik (1979), Leontiev (1984, 2004), Martins (2004, 2010, 2011, 2019, 2020), Pino (2005), González Rey (2011, 2016) and others. Such referential favors the articulation between biological, social, and cultural aspects of human processes, in addition to enabling the displacement of the subject's sole responsibility for his or her psychological illness to a vision that involves public policies of care and promotion of worker health. The research involved a literature review that transcends the dimension of the epistemological assumptions of Cultural-Historical Psychology, entering the study of political aspects of the Brazilian public Higher Education. Based on the results, it is concluded that remote teaching, although it has contributed to the development of some work processes of the professor, has resulted in even more precarious teaching and work relations and in a higher rate of psychological suffering, when compared to the period before the covid-19 pandemic. Such findings are crossed by an educational context at the service of capital, in function of market interests and to the detriment of the quality of its processes.A sociedade vivencia transformações provenientes de um acelerado movimento de mudanças políticas, econômicas, tecnológicas, ambientais e, mais precisamente nos anos de 2020, 2021 e 2022, encontra-se diante de intensas modificações decorrentes da pandemia de covid-19. Áreas como saúde e educação enfrentam grandes desafios, dada a pluralidade envolvida em seus processos constitutivos e a complexidade em lidar com o ser humano como seu principal objeto de investigação. A implantação do ensino remoto, principal metodologia utilizada na educação durante a pandemia, vem impactando as vivências de professores e estudantes, considerando as mudanças em decorrência de um ensino não presencial, o distanciamento no contato interpessoal e o desenvolvimento de atividades para as quais não estávamos preparados. Diante dessa realidade, buscamos, por meio deste trabalho, discutir sobre as práticas que resultam desse cenário, visando à superação do olhar fragmentado e biologizante do ser humano e à articulação entre desenvolvimento psíquico, saúde mental, processos sociais e educação. O objetivo geral do estudo foi analisar as relações entre o ensino remoto, saúde mental e atividades de trabalho dos professores no contexto da educação superior à luz da Psicologia Histórico-Cultural. Os objetivos secundários foram identificar, na literatura científica, elementos inerentes ao uso das tecnologias digitais na educação que contribuem para o desgaste mental e para o sofrimento psíquico dos professores; debater sobre as condições relacionadas à prática do ensino remoto em Instituições de Ensino Superior públicas; e analisar as modificações na atividade de trabalho e suas implicações na saúde mental do professor. Realizouse uma pesquisa bibliográfica de caráter exploratório, cuja proposta consistiu em expor e debater trabalhos científicos já publicados acerca do sofrimento/adoecimento mental do professor universitário e relacioná-los à Psicologia Histórico-Cultural, contemplando autores como: Vigotski (1930, 2004, 2003, 2006, 2018, 2019, 2021), Zeigarnik (1979), Leontiev (1984, 2004), Martins (2004, 2010, 2011, 2019, 2020), Pino (2005), González Rey (2011, 2016) e outros. Tal referencial favorece à articulação entre aspectos biológicos, sociais e culturais dos processos humanos, além de possibilitar o deslocamento da responsabilização única do sujeito por seu adoecimento psíquico para uma visão que envolve políticas públicas de cuidado e de promoção à saúde do trabalhador. A pesquisa envolveu uma revisão de literatura que transcende à dimensão dos pressupostos epistemológicos da Psicologia HistóricoCultural, adentrando ao estudo de aspectos políticos do Ensino Superior público brasileiro. Com base nos resultados, conclui-se que o ensino remoto, embora tenha contribuído para o desenvolvimento de alguns processos de trabalho do professor, resultou em relações de ensino e de trabalho ainda mais precarizadas e em um maior índice de sofrimento psíquico, quando comparado ao período anterior à pandemia da covid-19. Tais achados são atravessados por um contexto educacional a serviço do capital, em função dos interesses de mercado e em detrimento da qualidade de seus processos.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2022-12-08T17:33:58Z No. of bitstreams: 2 Debora_Theodoro2022.pdf: 1808529 bytes, checksum: 8e098f4d53cb88858d6fe873af604d06 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-12-08T17:33:58Z (GMT). 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dc.title.por.fl_str_mv |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
dc.title.alternative.eng.fl_str_mv |
Remote teaching and teachers' mental health: challenges, possibilities and limits in the context of higher education |
title |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
spellingShingle |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior Theodoro, Débora Luana Crestani Saúde Mental Ensino Remoto Ensino Superior Psicologia Histórico-Cultural Promoção da Saúde Mental Health Remote Teaching Higher Education Cultural-Historical Psychology Health Promotion Sociedade e Educação |
title_short |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
title_full |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
title_fullStr |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
title_full_unstemmed |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
title_sort |
Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior |
author |
Theodoro, Débora Luana Crestani |
author_facet |
Theodoro, Débora Luana Crestani |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rossetto, Elisabeth |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9680222435474093 |
dc.contributor.referee1.fl_str_mv |
Rossetto, Elisabeth |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9680222435474093 |
dc.contributor.referee2.fl_str_mv |
Both, Jorge |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9513144319502175 |
dc.contributor.referee3.fl_str_mv |
Milani, Rute Grossi |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8844448878404124 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3928137780775090 |
dc.contributor.author.fl_str_mv |
Theodoro, Débora Luana Crestani |
contributor_str_mv |
Rossetto, Elisabeth Rossetto, Elisabeth Both, Jorge Milani, Rute Grossi |
dc.subject.por.fl_str_mv |
Saúde Mental Ensino Remoto Ensino Superior Psicologia Histórico-Cultural Promoção da Saúde |
topic |
Saúde Mental Ensino Remoto Ensino Superior Psicologia Histórico-Cultural Promoção da Saúde Mental Health Remote Teaching Higher Education Cultural-Historical Psychology Health Promotion Sociedade e Educação |
dc.subject.eng.fl_str_mv |
Mental Health Remote Teaching Higher Education Cultural-Historical Psychology Health Promotion |
dc.subject.cnpq.fl_str_mv |
Sociedade e Educação |
description |
Society has experienced transformations arising from a rapid movement of political, economic, technological, and environmental changes and, more precisely in the years 2020, 2021, and 2022, is facing intense changes resulting from the covid-19 pandemic. Areas such as health and education face great challenges, given the plurality involved in their constitutive processes and the complexity in dealing with the human being as their main object of investigation. The implementation of remote teaching, the main methodology used in education during the pandemic, has impacted the experiences of teachers and students, considering the changes resulting from a non-face-to-face teaching, the distance in interpersonal contact, and the development of activities for which we were not prepared. In view of this reality, this paper seeks to discuss the practices that result from this scenario, aiming to overcome the fragmented and biologizing view of the human being and the articulation between psychic development, mental health, social processes, and education. The general objective of the study was to analyze the relations between remote teaching, mental health, and teachers' work activities in the context of higher education in the light of Cultural-Historical Psychology. The secondary objectives were to identify, in the scientific literature, elements inherent to the use of digital technologies in education that contribute to the mental exhaustion and psychological suffering of teachers; to discuss the conditions related to the practice of remote teaching in public Higher Education Institutions; and to analyze the modifications in the work activity and its implications on the teacher's mental health. A bibliographic research of exploratory nature was carried out, whose proposal consisted in exposing and discussing scientific works already published about the mental suffering/illness of university professors and relating them to Cultural-Historical Psychology, contemplating authors such as: Vygotsky (1930, 2004, 2003, 2006, 2018, 2019, 2021), Zeigarnik (1979), Leontiev (1984, 2004), Martins (2004, 2010, 2011, 2019, 2020), Pino (2005), González Rey (2011, 2016) and others. Such referential favors the articulation between biological, social, and cultural aspects of human processes, in addition to enabling the displacement of the subject's sole responsibility for his or her psychological illness to a vision that involves public policies of care and promotion of worker health. The research involved a literature review that transcends the dimension of the epistemological assumptions of Cultural-Historical Psychology, entering the study of political aspects of the Brazilian public Higher Education. Based on the results, it is concluded that remote teaching, although it has contributed to the development of some work processes of the professor, has resulted in even more precarious teaching and work relations and in a higher rate of psychological suffering, when compared to the period before the covid-19 pandemic. Such findings are crossed by an educational context at the service of capital, in function of market interests and to the detriment of the quality of its processes. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-12-08T17:33:58Z |
dc.date.issued.fl_str_mv |
2022-12-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
THEODORO, Débora Luana Crestani. Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior. 2022. 171 f. Dissertação (Mestado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6343 |
identifier_str_mv |
THEODORO, Débora Luana Crestani. Ensino remoto e saúde mental de professores: desafios, possibilidades e limites no contexto da educação superior. 2022. 171 f. Dissertação (Mestado - Programa de Pós-Graduação em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
https://tede.unioeste.br/handle/tede/6343 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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