Psychological Traits

The state of anxiety, worry and anguish were words that were repeated many times by most of the participants, as well as how they feel about missing the face-to-face contact with the students. In addition, terms that reveal fear, insecurity, fright, caution, discomfort, uncertainty, confusion, reflection, and impotence were also mentioned by the teachers. Attention is drawn to statements that teachers feel uncomfortable, that they are tired, burnt out, exhausted, stressed, pressured, overwhelmed, tense, depressed, irritated, feeling bad, frustrated, bored and sad, which points to the possibility of that the psychological and emotional health of the professionals have been affected by the situation experienced, therefore, they deserve attention and care. ^{Faragher, Cass and Cooper (2005)} state that there is an intense association between low levels of job satisfaction and mental and psychological problems, such as burnout, low self-esteem, depression, and anxiety. The following expressions represent some of the teachers’ responses:

Anxiety and concern take care of all preparation for classes, not all content we can work online, which also generates frustration (KindergartenPrivate5). I’m tense and anxious! Everything is new! Isolation, the way of working, living with imminent danger! (MiddlePrivate15). My feeling is that I miss the students, the classroom, and the school life. And, also of concern and fear in the face of the situation experienced by the country (KindergartenPrivate51). I feel exhausted and trying to maintain a less stressful routine as possible (ElementaryPrivate61). I feel distressed daily [...] (HighSchoolPrivate71). Emotionally tired and professionally drained (ElementaryPrivate131). Very afraid, insecure, and hard work (ElementaryPrivate150). It is a stressful and very tiring situation. [...] (ElementaryPublic153). There is a feeling of insecurity and concern about the situation and its possible consequences. Together, there is a physical and mental overload [...] (Middle-HighSchoolPrivate182). I am very afraid of everything that is happening. The pandemic brought fears, challenges, and uncertainties. I have a compulsive fear of returning to work, for people and cleanliness [...] (ElementaryPublic195).

Based on what was exposed by the vast majority of participants, in all educational stages of this study, it is observed that the results present thoughts and feelings that generate discomfort. When considering current issues in teacher training and performance, ^{Moreira (2001)} defends the articulation between interiority and exteriority, or, in other words, between the teacher’s relationship with his own self and his external relationship with the world. ^{Saraiva, Traversini and Lockmann (2020}, p. 2) emphasize that Covid-19 “[...] breaks out abruptly to remind us of human fragility”, which triggers fears such as unemployment, hunger, violence, of a becoming that opens without guarantee, of the certainty that we will not be what we used to be. ^{Dussel (2020)} clarifies that the particular affective climate is associated with surprise, anxiety and mixes variables of pessimism and optimism.

Attitudes

It was noticed that the teachers, despite the difficulties, were adapting to the situation of social detachment. The study revealed new learning with the suspension of face-to-face classes and the adoption of different means and working resources for online classes. In this direction, the different tools and methodologies emerged as challenges and discoveries. The need to reinvent itself, to re-signify practices and to encourage creativity were reinforced in the educational routine, in pandemic times. In this context, the teachers stated that the demands have increased and that they are working much more than usual, which caused the overload due to the greater effort and dedication. ^{Gasparini, Barreto and Assunção (2005)} mention the validity of studies aimed at understanding the inadequacy between the proposed and implemented educational changes, as well as the reality that workers face. The existing contradictions can be the source of the exposure to risk factors for illness in the category of education professionals. The following are examples of phrases selected by clipping the messages:It is quite complicated, because from night to day I became a YouTube teacher. On the other hand, I am learning new ways to teach, because I like challenges (HighSchoolPrivate32). It is a new situation, in which many mistakes and successes are made. But in a general panorama it has been a time of discovering tools and methodologies, as well as applying activities that would not be so successful in face-to-face classes (Middle-HighSchoolPrivate45). I confess that we are in difficult times, there were many charges initially. I had to adapt and use tools I was not used to. I think on the positive side, I was ‘forced’ to learn many things (Kindergarten-ElementaryPrivate-Public47). It is a totally innovative situation! I had to learn and adapt to this, if we can say so, New Age of World Education (HighSchoolPrivate66).

Attitudes related to beliefs were also noted in the content of the data and deserve to be highlighted. Terms such as hope, faith, perseverance, gratitude, and positive thinking are examples of greater recurrence. According to ^{Pátaro (2007)}, it is possible to state that the subject has certain beliefs and tends to act according to them, starting to think and see the world through them. Here are some pronouncements:

Hopefully, as this period of isolation will pass (MiddlePrivate154). I have been trying to maintain tranquility through Faith (HighSchoolPublic147). Always putting God in front of everything to help us overcome this pandemic (ElementaryPublic-Private152). Every day, I have been looking for readings and prayers to calm my inner self. I have kept hope and faith. A feeling of gratitude for life too (Elementary-Middle-HighSchoolPrivate77).

The results of studies by ^{Melo et al. (2015)} showed that religiosity and spirituality correlate with quality of life and coping in adverse situations. In this panorama of uncertainties, the importance of support aimed at the psychological well-being of teachers is emphasized. ^{Saraiva, Traversini and Lockmann (2020)} state that insecurity, the need for quick adaptations, the invasion of the home by work, anxiety about the sanitary and economic conditions in the pandemic scenario are causing teachers a state of exhaustion.

Relationships

Difficulties in mobilizing, achieving attention and motivation in coordinating the participation of all students in online classes have recurrently appeared in the analysis of the results. Then, there were also statements that show the lack of understanding and recognition of teachers by families, as well as their unpreparedness in supporting students. It is also considered that the restriction of eye contact, feedback from students to teachers and from teachers to students were reported as adversities in the context of the virtual classroom. ^{Brait et al. (2010)} state that the teacher-student relationship encompasses all dimensions of the teaching-learning process that takes place in the classroom. In this core, it was perceived, through the analyzed phrases, challenges and losses caused by physical distance, including the relationship with the families of the students:

It is difficult to reach all students, motivate them and maintain a good pace of content (HighSchoolPrivate02). Parental acceptance, in fact, prejudice. There are reports that we are only fulfilling the contract or that what is proposed is very bad ... And then, on the contrary, we are working hard so that the children have quality content (KindergartenPrivate05). Absence of visual connection on the monitoring of students (HighSchoolPrivate06). Not having feedback from students, as in face-to-face classes (HighSchoolPublic70). The big challenge is to provide students with an interactive, enjoyable, and attention-grabbing activity (KindergartenPrivate55). I like to see the eyes shine or even show disinterest! I like technology, but I love people! Not looking into my student’s eye, for me, is a challenge (Elementary-Middle-HighSchoolPrivate77). It does not bring a complete perception of the message I sent them. It bothers me (HighSchoolPrivate87). I love to observe my students’ reactions during classes, which makes online classes unfeasible (MiddlePublic-Private86).

It becomes evident that the teacher-student relationship was impacted by the change in the format of the face-to-face classes to the remote classes. ^{Brait et al. (2010)} point out that the teacher/student relationship, in the middle of the teaching-learning process, depends, fundamentally, on the environment, on the empathic relationship between the teacher and the students, on the ability to listen, reflect and discuss the students’ level of understanding. It is noteworthy that, although there is the possibility of interaction through digital technological means, it does not seem to be satisfactory in Educação Básica, due to the fact that it restricts the attentive eye of the teacher and limits practices that strengthen the participation and understanding of the subjects involved. ^{Ferreira and Barbosa (2020)} consider that, in the midst of the chaos, teachers and students who manage to work remotely expect the meeting, the hug, the looks.

Digital Technologies Domain

Learning to cope, to adapt to the dynamics of online classes was repeated by the participants as a challenging situation, as well as the lack of time for training, formation, and guidance in the preparation of materials and/or remote classes. In particular, the lack of equipment, an adequate environment for classes, the production of videos and the exposure of personal image emerged as related notes that were difficult for teachers, which seems to have corroborated the insecurity reported by some participants. The instability of the connections and the consequent difficulty in remote access were also mentioned:

First, having a good Internet and then working on the content in an attractive way to students. (Kindergarten-ElementaryPublic67). The difficulty of recording videos. (KindergartenPrivate162). Use the video tools (KindergartenPrivate59). Adequate space with light, silence and tranquility and Internet stability (Middle-HighSchoolPrivate145). Noises at home like TV on, parents talking, phone ringing, students with difficult access (Middle-HighSchoolPublic-Private03). It is still difficult to find intimacy with the practice of video classes (Middle-HighSchoolPublic-Private19). Adapt and learn in a timely manner the tools and their functions. The exposure of my image (KindergartenPrivate20). Understand the mechanism of each platform, as they have particularities that make the work tiring (HighSchoolPrivate38). Get in touch with new tools and learn quickly when needed (HighSchoolPublic-Private50). Learn in record time the use of different platforms (HighSchoolPrivate63).

^{Gadotti (2000)}, when discussing the current perspectives of education, affirms that the school is challenged to change the logic of knowledge construction and that, in this direction, young people tend to adapt more easily than adults to the use of the computer, because they were born in this new culture, the digital one. The author also stresses that new technologies have created spaces of knowledge and that the school needs to be a center of innovation. On the other hand, he points out that a future for humanity cannot be imagined without teachers. In this sense, the importance of training education professionals is underlined so that digital technologies can be used as effective resources, without the teaching mediation losing its real value in society and in face-to-face interactions with students. ^{Morgado, Sousa and Pacheco (2020}, p. 5) recognize “[...] the inestimable contribution that technologies have made, both as a life support and as a mainstay of relationships”, but do not discard the “[...] the possibility that all this phenomenon will slide into an even more technology-dependent future”.

Qualitative Aspects

The observation of commitment, participation by audio and/or chats, the doubts expressed by students in online classes and the answers to questions asked by teachers during these classes were listed, repeatedly, as qualitative indicators in the evaluation process. It is added that the return of the activities proposed to the students was also mentioned, such as: the works, the videos recorded by the students, the exercises, and the questions of the textbook. According to Barreto (2001), qualitative assessment values the learning process and focuses on the possibilities of creating conditions for the school to work, differently, with the diversity of students. It is also noteworthy that the teachers stated that it is important to consider, in the conduct of the evaluation process, the feelings and experiences of the students in the context of social distance and remote classes:

Jobs and activities that students do at home and forward by email (HighSchoolPrivate04). The most effective way at the moment, I believe it is the student’s participation during online classes, as well as the activities sent by the platform (Kindergarten-ElementaryPublic67). Through forums and chats (Elementary-Middle-HighSchoolPrivate77). Through participation, asking questions and carrying out proposed activities (HighSchoolPrivate21). They are moments of conversation, chat, and exchange of experiences. We are concerned not only with the contents worked on, but also with the children’s feelings and experiences during this period (ElementaryPrivate23).

Feedback from students and parents emerged as an important return to the qualitative assessment process. A group of teachers in early childhood education and early years of elementary school claimed that it is not possible to assess students in this age group from a distance. Another group of teachers, however, reported that records of photos and videos taken by the children, with the help of their parents, were considered in the evaluative observation:

Through video and photos of the students’ activities, they demonstrate that they really learned and did the proposed activity. I can comment on the mistakes and successes and the student corrects them if necessary (Middle-HighSchoolPublic-Private45). At the end of each day, we have feedback from each responsible person, through a message, video, or photo (KindergartenPrivate111). We have the support of those responsible for this process, since the students are very small (ElementaryPublic-Private157). In Kindergarten, the process is done through observation registration, since this interaction is not possible in this context, there is no learning assessment (KindergartenPrivate170).

The Base Nacional Comum Curricular guides, in relation to Kindergarten, that the educator’s work comprises the set of practices and interactions that guarantee the plurality of situations and promote the full development of children (^{Brazil, 2017}). It can be seen, through the phrases written by the teachers participating in the research, that the evaluation process for Early Childhood Education is even more committed to the emerging situation experienced, because, despite the efforts that teachers and families make at a distance to achieve the desired objective, mediations and face-to-face experiences make all the difference in the integral development of children.

Qualitative and Quantitative Aspects

It was noted, according to the statements of the teachers, greater constancy in the evaluation of the students considering both the qualitative and the quantitative approach, according to the following excerpts:

I have been asking for papers to be sent by e-mail, I do activity in the online classes with them, of record or orally, which I score. We are also using Google Forms to assist with bimonthly assessments (Kindergarten-ElementaryPrivate47). The process has taken place based on the participation of students via audio and chat platforms in a continuous assessment. Also, according to guidelines from school institutions, evaluations have been used through activities, tests and studies conducted online (HighSchoolPrivate180). Oral questions, didactic material exercises and evaluation by Forms. Spontaneous feedback during classes and simulated assessments on the Moodle platform. We tried to evaluate the entire route, but the institution demanded a formal ‘evaluative activity’ made on Google Forms (Middle-HighSchoolPublic-Private169). At the end of each class, I propose small questions and a bimonthly assessment has already been carried out through Forms (HighSchoolPrivate142). Participation in class, work, activities, and exam through Google Forms (Middle-HighSchoolPrivate126).

^{Barretto (2001}, p. 63) clarifies that “[...] the emphasis on the process and the general conditions in which teaching is offered becomes essential for educators, students and educational institutions themselves to take advantage of the potential redirector of evaluation”. The pandemic situation, in this premise, invites institutions and teachers, in the pandemic and post-pandemic, to reflect on the assessment and conditions for an effective mastery of knowledge by students, as well as for a training that extends to other spheres.

Quantitative Aspects

It should also be noted that the statements that the evaluations were or will be made strictly through digital forms with objective questions, which corroborates the purely quantitative evaluation aspect:

Objective evaluations posted on the platforms (HighSchoolPrivate38). For participation and quick tests by Forms (Middle-HighSchoolPublic-Private39). During this period, they do online simulations, assembled by me, and applied by the school platform (HighSchoolPrivate87). Through the forms of the platforms (HighSchoolPrivate63). Through Google Forms, we set up the assessment and students have a period of 15 days to respond (ElementaryPrivate196).

The appreciation of standardized results, according to ^{Barretto (2001)}, values the learning product, largely uses quantitative resources and high technology in the evaluation of school performance. The author agrees that the exclusive appreciation of some cognitive aspects of the curriculum leaves aside important dimensions in the education of the student. It is noteworthy that, even with the national and world calamity scenario, the tradition of evaluating to quantify seems to be still present in school culture.

There was also a relevant group of teachers who stated that they had not started the evaluation process with the students, according to some examples below:

During the period of online classes, there will be no assessments (HighSchoolPublic209). We haven’t done specific evaluations yet (Middle-HighSchoolPublic-Private130). To date, we are not evaluating students (KindergartenPrivate55). There are no grade or participation assessments during this period (Middle-HighSchoolPublic-Pri85).

Although the qualitative and quantitative postulations are recognized in the teaching and learning evaluation process, the practices presented by the teachers point to the need “[...] to resume the regulatory function and the emancipatory function of the evaluation from a new perspective” (^{Barretto, 2001}, p. 63). ^{Saraiva, Traversini and Lockmann (2020}, p.17) emphasize that student evaluations, via remote activities, should be carried out by teachers without prioritizing only the competencies provided for in official documents, but increasing the visibility of what was experienced and learned in the time of a pandemic and social isolation. The authors also reinforce that the use of large-scale assessments, to verify the learning of students during the period of remote education, is connected to the “[...] culture of performativity that increasingly prevails in educational fields”.

Unfavorable Perceptions

The vast majority of teachers said they noticed students who were unmotivated, apathetic, and disinterested. The lack of commitment and/or immaturity were repeatedly mentioned, as well as the mention of the difficulty in focusing by students, due to distractions in the home environment. The little interaction/participation during the videoconference classes and the students’ anxiety also emerged from the content analysis:

Too much anxiety and too little concentration (Middle-HighSchoolPublic-Private03). A little apathy, discouragement, and a lot of tension (MiddlePrivate119). Some have been really interested, but most are not taking it seriously (Middle-HighSchoolPublic-Private105). Few interact, the impression that many are not participating (Middle-HighSchoolPrivate30). Students lack maturity to adhere to this new method (ElementaryPrivate93). Insecurity and disinterest in the face of uncertainties (ElementaryPublic-Private18).

It becomes evident that the school environment favors a greater focus on students and is more conducive to the organization and development of study habits. According to ^{Moreira (2017)}, although we live in a moment of questioning the project of modernity and changes in the social, political, cultural, and epistemological contexts, considering the post-modern times, the school still plays an important social role, what justifies the valorization of the diverse subjectivities that cohabit inside, in the dissemination of school knowledge.

Favorable Perceptions

On the other hand, some teachers also reported positive perceptions and stated that students are participatory and committed to remote classes. They reported that, surprisingly, students have adapted well to the virtual environment:

Great acceptance of the model now offered (KindergartenPrivate111). They have adapted very satisfactorily (MiddlePrivate43). Most students and families are getting involved (Elementary-Middle-HighSchoolPrivate35). They show interest and try to participate in the best way possible (KindergartenPrivate51). They are very participative, connected, in general (HighSchoolPrivate32). I was surprised by their enthusiasm and participation (HighSchoolPrivate92). Surprisingly, I noticed that some students showed an increase in levels of proactivity (Kindergarten-ElementaryPublic-Private107).

^{Coelho (2012)} reinforces the importance of the school, both in its physical structure and in relation to teaching practices, adapting to receive the new type of student, considered digital native. According to the author, these students, born from the 1980s, are endowed with a natural technological competence, which should be explored in the classroom. Therefore, it is up to the school education system to pay attention to this students’ potential, in order to optimize the learning in the institutions. After all, fundamental curricular crises of the previous century resulted from technological innovations (^{Morgado; Sousa; Pacheco, 2020}).

Adversities

Teachers stated that the emerging situation validates the need for flexibility and adaptations in the educational process. In this perspective, clarity and focus in relation to what is essential is important in restructuring the curriculum, which needs to be rethought, reflected, considering the present and the future, according to the study participants. The teachers also pointed out that the time and pace of classes, as well as the content, had to be reduced, which leads to the intricate questioning of which knowledge is most valuable in the dissemination of the curriculum (^{Pacheco, 2013}), mainly in pandemic time (^{Dussel, 2020}). For ^{Macedo and Fragella (2016)}, the knowledge that would be most valid was, for a long time, one of the central issues in the curriculum field and, if some still defend this centrality, certainly, they do not do it with the same certainty that there is only one answer or that this response hovers above power relations. In this perspective, according to the reports of the participants of this research:

We had to adapt everything, from planning, activities, evaluations, school calendar, etc. (ElementaryPrivate14). It is necessary to adapt the curriculum to the new reality (MiddlePrivate15). The learning dynamics are totally different. The student’s need is not content. This he has on the Internet. What the student wants is to reflect on the existing content. Thus, the teacher has to change his class, making the student connect with new reasoning (Elementary-Middle-HighSchoolPrivate48). I believe that the pandemic forced us to relax the idea of a traditional contented education and with the sole objective of fulfilling programs (Middle-HighSchoolPublic-Private69). It required a complete redesign of the curriculum (Middle-HighSchoolPublic-Private39).

It is perceived that the reality experienced provoked important reflections and possible actions related to the development of the curriculum. According to ^{Pacheco (2013)}, the centrality of the curriculum in educational activity is justified if it is synonymous with knowledge, with reference to a corpus of knowledge and values, socially and culturally recognized as valid. ^{Morgado, Sousa and Pacheco (2020}, p. 7) declare that the confinement caused by Covid-19 “[...] cannot create a state of isolation from the curriculum, because the curriculum is, in essence, a space for sharing”. Thus, the authors emphasize that a new curricular conceptualization will be essential, in which the domain of curricular studies should focus.

Continuities

For a representative number of teachers, there were no major changes in the curriculum with the suspension of face-to-face classes, only the adequacy of the means occurred. Also, they explained that only with a return to the classroom context will it be possible to have a better view. ^{Silva (2010)} states that the use of technologies in the teaching and learning processes corroborates the movement of integration into the curriculum of the repertoire of social practices of students and teachers typical of the digital culture experienced in everyday life. In this premise, ^{Morgado, Sousa and Pacheco (2020)} emphasize the need for a profound debate about the role of the curriculum and educational technologies for society. Here are some testimonials from the participants of this research:

I think that only after the pandemic can we have a real assessment of the influence of this process on the curriculum (Middle-HighSchoolPrivate126). We cannot yet measure the impact caused (HighSchoolPrivate21). There was no interference in the curriculum, only readjustments of planning and evaluative activities (Middle-HighSchoolPublic-Private82). There has not yet been any interference in the curriculum, we are following what was planned for 2020 (HighSchoolPrivate142). We will collectively think about curricular interferences after returning to school (ElementaryPublic148). I did not perceive interference, unfortunately (Middle-HighSchoolPublic190). Only at the end will we have this vision (ElementaryPublic-Private11).

Some participants declared nothing in relation to the curriculum, which can be reiterated by the fact that part of the sample works in the public school system, because, until the time of data collection, it had not yet adopted the remote education system, aggravating accentuated social asymmetries in the conditions of access to education. ^{Moreira and Kramer (2007)} highlight the tension that exists in the curricular process between two focuses: school knowledge and culture, emphasizing that the curriculum involves both understanding the everyday environment and committing to its transformation. In this direction, the pandemic scenario reinforces the importance of the reflection made by ^{Ponce (2009)} when questioning which world and which human being we want to have from now on. The authors ^{Morgado, Sousa and Pacheco (2020}, p. 2) add: “What curricular transformations occur before the need for social confinement?”