Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e12413
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Teaching in Countryside Education in the context of
COVID-19
Juliana Crespo Lopes
1
, Débora da Silva Noal
2
, Nicolly Papacidero Magrin
3
, Gabriela Fenandes Chaves Lira
4
,
Marina Thuane Melo da Silva
5
1
Univerzita Karlova (Charles University) - Praga, República Tcheca. Pedagogická Faculta. Magdalény Rettigové 4 - Praha 1.
Praha 116 39 Česka republika.
2
Fundação Oswaldo Cruz.
3
Universidade Estadual de Londrina - UEL / Fundação Oswaldo
Cruz.
4
Universidade de Brasília - UnB.
5
Centro Universitário IESB.
Author for correspondence: juliana.jcl@gmail.com
ABSTRACT. Education in the countryside is a result of
historical fights for the rights of property, education, social
justice, and labor. The COVID-19 Pandemic highlighted the
existing vulnerabilities and precariousness, and alongside the
social isolation came the need to cope with mental health issues
and psychosocial support for countryside teachers. This paper
aims to present an analysis on the implications of COVID-19
Pandemic in mental and psychosocial health of the countryside
teachers. Five countryside education professionals were
interviewed, one from each Brazilian region. Online semi-
structured interviews were analysed by discourse analysis. The
findings showed situations leading to psychological distress as
well as critical protective processes, which promoted mental
health in the pandemic context. Pedagogical practices from
distance have turned the situation of countryside education and
its educators even more precarious and vulnerable. The
pandemic accelerated processes of depersonalisation and
devaluation of countryside education.
Keywords: mental health, psychosocial care, countryside
education, emancipation, covid-19.
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
2
A Docência na Educação do Campo no contexto da
COVID-19
RESUMO. A Educação no Campo se configura a partir de lutas
históricas por direitos à educação, à terra, à justiça social e ao
trabalho. Com o surgimento da Pandemia COVID-19, as
vulnerabilidades e precarizações tornaram-se mais evidentes. A
partir das adaptações que foram necessárias em função das
medidas de isolamento social, emergiu a preocupação com a
saúde mental e apoio psicossocial dos atores que tornam
possível a continuidade da educação para as populações do
campo: os(as) professores(as). Diante disso, o artigo tem como
objetivo apresentar uma análise das implicações da Pandemia da
COVID-19 na saúde mental e psicossocial dos professores da
Educação do Campo. Foram realizadas entrevistas
semiestruturadas por meio de plataformas de comunicação
digital com cinco profissionais da Educação do Campo, um de
cada uma das cinco regiões do Brasil. A partir da análise do
discurso, foram identificadas situações geradoras de sofrimento
psicológico bem como os processos críticos protetores que
proviam suporte à saúde mental no contexto pandêmico. As
práticas pedagógicas remotas tornaram a situação da Educação
do Campo e de educadores do Campo ainda mais precária e
vulnerável. A pandemia da COVID-19 também acelerou
processos de despersonalização e desvalorização da Educação
do Campo.
Palavras-chave: saúde mental, atenção psicossocial, educação
do campo, emancipação, COVID-19.
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
3
La enseñanza en la educación rural en el contexto de
COVID-19
RESUMEN. La educación en el campo se forma a partir de las
luchas históricas por los derechos a la educación, la tierra, la
justicia social y el trabajo. Con la aparición de la pandemia
COVID-19, las vulnerabilidades y la precariedad ya presentes en
el pasado se hicieron más evidentes. De las adaptaciones que
fueron necesarias debido a las medidas de aislamiento social,
surgió la preocupación por la salud mental y el apoyo
psicosocial de los actores que hacen posible la continuidad de la
educación para las poblaciones del campo: los maestros. A partir
de ello, tenemos el objetivo de presentar un análisis de las
repercusiones de la pandemia COVID-19 en la salud mental y
psicosocial de los maestros de la educación en el campo. Se
realizaron entrevistas semiestructuradas a través de plataformas
de comunicación digital con cinco profesionales de la educación
en el campo, uno de cada una de las cinco regiones de Brasil.
Utilizó el análisis del discurso para identificar situaciones que
generaron sufrimiento psicológico y también los procesos
críticos que son protectores de la salud mental en contextos
pandémicos. Las prácticas pedagógicas remotas dejaron aún más
precaria y vulnerable la situación de la Educación en el Campo y
de los educadores en el Campo. La pandemia COVID-19
también aceleró la despersonalización y devaluación de la
Educación en el campo.
Palabras clave: salud mental, atención psicosocial, educación
en el campo, emancipación, covid-19.
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
4
Introduction
Aware of the rapid advance in the
number of confirmed cases and deaths due
to COVID-19 in numerous countries at the
same time, the World Health Organization
started to characterize it as a pandemic on
March 11
th
, 2020 (World Health
Organization, 2020). Regarding the
Brazilian context, the schools began to
close their doors in March 2020, both in
urban and rural scenarios, which created
the demand for developing all educational
activities remotely. Sixteen months after
the appearance of the first cases in Brazil,
there were regions that still had no
prevision for the return of face-to-face
classes and others that, at the same time,
were facing the rapid increase in the
number of cases as one of the
consequences for reopening the schools. In
Manaus, for instance, classes were
suspended in some schools two days after
the reopening, due to the arise of new cases
among the school community (Gomes,
2020). Countries like France and South
Korea have also gone through the same
situation (Coronavirus: as estratégias,
2020).
Extreme events which cause the
interruption of classes are experiences that
provide important evidence to be
considered. On such occasions, the absence
of government measures tends to deepen
the abyss of existing inequalities,
intensified by the context of Emergency
(Todos Pela Educação, 2020). This
premise is aligned with the guidelines of
the Inter-Agency Standing Committee
(IASC) for humanitarian emergencies,
which state that the impacts of extreme
situations can be mitigated through
coordinated actions between governments
and other non-governmental actors (IASC,
2007).
On September 17
th
, 2020, the
President of Brazil affirmed that teachers
were not working and that this situation
was “enjoyable” to them (Bolsonaro,
2020). Such statement disregards the
workload and psychological suffering of
teachers, triggered by attempts to provide
remote educational practices without
proper support from government
institutions. Among the existing challenges
for teachers posed in this scenario, one can
mention the abrupt pedagogical adaptation,
and the need to share in the same
environment their domestic lives and their
work, resulting in a high rate of suffering
(Gutiérrez et. al., 2020). Studies have
indicated that part of the general
population may experience psychological
and social suffering as a result of the
pandemic, which may be more serious
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
5
depending on the vulnerabilities to which
people are exposed (IASC, 2020).
Education is considered an important
mediation for the community to be able to
cope and rebuild their lives after
experiencing an extreme situation, such as
a pandemic (IASC, 2007). However, social
isolation, understood as the main biosafety
measure, determined several challenges,
especially those concerned to the
adaptation to the modality of remote
education combined with pre-existing
vulnerabilities. In a survey carried out
between April and May 2020, with the
participation of 1,906 Brazilian teachers, it
was identified that the situation of remote
education has made the teaching job
precarious and has frequently resulted in
situations of illness and self-blame (Insfran
et al., 2020). Furthermore, among Brazilian
teachers’ feelings and perceptions at
different stages of the Pandemic, aspects
such as concern for their own health and
family members, lack of preparation for
remote education and preoccupation for the
living conditions of students had emerged
(Sentimento e Percepção, 2020).
Considering the scenario imposed by
the pandemic on Brazilian teachers, we
sought to listen to Countryside Education
teachers, which is a field that has important
specificities. Countryside Education is
based on the constant battle for rights,
being the right for Education itself the
most relevant one, which relates and
provides support to resistance, the right to
land, social justice and work (Caldart,
2010). In this sense, Countryside
Education is fundamental for breaking
down barriers and guaranteeing access to
knowledge, whereas helps people
recognizing their own knowledge and
potential, which strengthening them
(Santos, 2012).
Regarding the material conditions
and access to digital technologies that rural
individuals have, compared to urban areas,
we found that 50.8% of rural households
do not have internet access, with the
restriction reaching 66.9% in the Northern
region of the country (Pesquisa Nacional,
2018). Even when the topic refers to more
basic services such as electricity, there are
still isolated territories without any
provision whatsoever, as the Kalunga
communities, in the State of Goiás, for
instance (Comunidades Quilombolas,
2020; Oliveira, 2020). By looking at this
socio-territorial reality, one must seek a
holistic understanding of its particularities,
and, from then on, elaborating strategies to
address the diversities of the field.
The oscillation between the
guarantee and the non-fulfillment of the
right to education presents barriers to the
consolidation of an emancipatory
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
6
perspective and produces lightened and
precarious training processes, which
disregard the singularities of the field, as
well as the context in which professionals
are inserted (Santos, 2012).
The trivialization of the
destructiveness of the countryside
educational process places teachers in a
position of alienation in relation to their
jobs. The impact, both psychological and
social, triggered by these disruptions
demonstrates that the pandemic amplifies
and signalize that this conjunction is
intersected with the existence of suffering
and its relationship with the society. It is
not about mapping “mental disorders” and
individualizing issues that are related in
social, political, and psychic dimensions
(Rotelli et al., 2001), but understanding,
from a psychosocial perspective, the
nuances of Countryside Education in the
context of COVID-19.
It is worthy mentioning that these
processes are triggered by a structure that
is based on the dismantlement of the
Education Policy, such as the
Constitutional Amendment nº. 95 of 2016,
which stablishes a spending cap on health
and education expenditures for a 20-year
period. This process is also engendered in
a society based on the neoliberal economic
model, where subjective formation is
linked to the process of privatization of
policies, individual freedom and a logic of
constant competitiveness (Junior, 2021).
The situation reported above and the
need of abrupt adaptations to provide
opportunities for the teaching-learning
process due to the measures of social
isolation, we raised concern with the
mental health and psychosocial support of
the stakeholders that make possible the
continuity of education for rural
populations: the teachers. Therefore, this
paper aims to present an analysis of the
implications of the COVID-19 Pandemic
on the mental and psychosocial health of
countryside education teachers in the five
regions of Brazil, as well as intends to
offer subsidies for reflections upon these
implications.
Methodology
In order to identify countryside
education teachers from each region of the
country to take part in this study, we
contacted a group of experts from Federal
Universities in Brazil who work with
national representatives of Countryside
Education.
Online meetings were held with four
teachers and a school principal. Each one
of these professionals is linked to a
Countryside School in one of the Brazilian
macro-regions, as follows: Manaus
(North), Ipojuca (Northeast), Cavalcanti
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
7
(Midwest,) Uberaba (Southeast) and
Gravatai (South). The criteria used in this
selection were: being nominated by the
group of experts and having the conditions
and technological resources to participate.
Each meeting with educators had the
participation of two experts, in order to
optimize the dialogue and, also, to ensure
greater accuracy in the records.
The process itself of contacting them
already showed the adversities and
difficulties commonly found in their daily
routine, since the interviews were carried
out through digital communication
platforms such as Google Meet and
WhatsApp. At this stage, technological
factors and time availability have already
been configured as obstacles. It was
possible to make contact through video
calls with four educators, and for the fifth
educator, the only viable tool in terms of
technological accessibility was the
exchange of text messages, and it was
difficult to keep the dialogue fluid, despite
synchronicity.
A semi-structured interview was
applied with exploratory questions and
objective points to be observed in all
interviews. The themes addressed and
analyzed were related to the following
aspects: professional identity, self-
perceived mental health, remote work and
ambience, autonomy at the workplace,
return of face-to-face classes, work
demand, family relationships, pedagogical
methodologies, salary, and technologies.
Discourse analysis (Orlandi, 2020)
was used to analyze the data. To apprehend
the perceptions obtained from the research,
it was necessary to start from a critical and
non-individual look at the educational
process, as well as the psychic suffering
(Amarante, 2007). Education was
understood to be related to health and
work, as a social Policy that is not
disconnected from the relationships of a
society that historically highlights the
inequalities inherent to the capitalist mode
of production (Behring & Boschetti, 2011).
Discussion
It was possible to identify that the
impacts of COVID-19 on Countryside
Education are exponential. There are some
aspects that proved to directly affect
relationships and trigger new psychosocial
impacts: access to quality equipment,
minimal working conditions for educators,
and the ascending suffering process due to
these conditions, biosafety measures that
restrict access tools for students, and the
limitations of work environments that
crosses space family.
The adoption of new pedagogical
methodologies was fundamental to
minimally bypass these unleashed negative
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
8
aspects, as well as to mark the
characteristic of resistance that is
historically linked to Countryside
Education. Communication, in its various
forms, is an essential condition for
mediating the construction of the
knowledge processes (Cardoso & Rego,
2017; Carminatti & Del Pino, 2019). It is
through classroom discussions that
students are encouraged to reflect on the
content presented to them, establish
relationships between theory and practice,
as well as identify and apply concepts and
problems in their daily lives (Littig, Costa
& Lorenzoni, 2020). Dialogue promotes
mediations between teachers and students,
being a fundamental instrument in the
sharing knowledge (Henríquez & Oñate,
2017).
When there are obstacles for students
and teachers to dialogue spontaneously and
fluidly, as it so happens with remote
pedagogical practices, part of the teaching
function is invalidated. Specifically related
to Countryside Education and to the
individuals who were interviewed, the
asynchronous activities overloaded
teachers who are no longer able to separate
the time dedicated to their professional to
their personal lives, and they must seek to
be in contact with their students at different
times of the day. We find such situations,
for example, during the testimony of the
school principal, who mentioned
difficulties in reconciling household tasks
with management and teaching duties. In
the principal's speech, it was clear that
there were no clear limits between her
personal space and the time dedicated to
school; both were merged, in which
responsibilities and difficulties in time
management are mixed.
Regarding the removal of teaching
autonomy, a teacher mentioned two facts
that the Secretary of Education in his state
had articulated since before the pandemic
and that have gained strength during
COVID-19. The first is about the
production and dissemination of booklets
to be followed by all schools. The
materials have been seen by teachers as
facilitators in the planning and execution
of classes and other activities. This opinion
was mainly shared by those who did not
have a degree in Countryside Education.
The adoption of booklets that disregard the
reality of Countryside Education paves the
way for a process of homogenization of
pedagogical practices in all schools in the
state, disregarding political, social and
cultural aspects.
The second fact, coming from the
same Secretary of Education, was the
introduction remote learning to high school
students. Initiated in 2019, this measure
reduces the quality of pedagogical
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
9
practices and contributes to the process of
dismantling the teaching profession and
Countryside Education itself. As explained
by Silva and Oliveira (2021), the State
gains more control of pedagogical
elements and methodologies, as well as
releases itself from providing adequate
training to teaching in Countryside
Education. In the current situation, with
school activities carried out remotely, there
is an even greater risk of strengthening and
imposing Remote Learning in Countryside
Education.
Countryside Education has a non-
content-based formative specificity that is
only contemplated face-to-face, in a
collective experience. Remote pedagogical
activities mischaracterize the teaching
identity in Countryside Schools.
Furthermore, we noticed a loss of teaching
autonomy with reports of a closer
management that, instead of collaborating
with planning, acts imposing and even
censoring educational proposals. Remote
pedagogical practices promote a
homogenization of pedagogical practices,
depriving educators and students of their
own experiences and subjectivities
(Carvalho, 2020).
Mental health
Regarding self-perceived mental
health, teachers pointed out the following
facts as suffering triggers: work invading
their private lives; the concern with the
return of face-to-face classes and the future
of learning; concerns with the
contamination by the new Coronavirus; the
loss autonomy; intensification of demands
and the abrupt cut of part of the
remuneration. None of these points was
unanimous, which shows that there is no
homogeneity in identifying the challenges
generated by COVID-19. But these factors
demonstrate the impacts of the pandemic
on the mental health of these educators and
corroborates what is discussed in the study
by Pereira, Santos and Manenti (2020):
The literature on the relationship
between the work environment and
the impacts on mental health
emphasizes that the situation of
exploitation and precariousness on
working conditions have resulted in
serious damages to the health of
teachers and other education workers
(Pereira, Santos & Manenti, 2020, p.
28).
In the light of the health-illness
processes and their relationship with the
precariousness at work, one can apply the
notion of protective and destructive critical
processes, concepts use by
epidemiologists. In this approach, the
notion of “process” imprints the
dynamism, complexity and movement of
reality and, consequently, of health. As
Viapiana, Gomes and Albuquerque (2018,
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
10
p. 178) explain, based on Jaime Breilh's
theory, “critical protective processes are
those that favor defenses and supports and
encourage a favorable orientation to human
life. The 'destructive critical processes'
generate deprivation or deterioration of
life”. These processes do not exist in an
abstract way but are configured in a given
concrete and historical reality. From this,
we can indicate as critical protective
processes mentioned by the teachers:
individual or group psychological therapy,
religiosity, articulation and sharing with
other professionals with whom they work,
with friends and family.
It is important to highlight the fact of
being able to face up injustices and
arbitrariness is an important coping
strategy, not forgetting that more than just
talking, it is important to be heard. In
addition, there were teachers who
manifested discomfort related to the
change in relationships between students
and others who adopt the maintenance of
these relationships virtually as a strategy to
minimize their suffering. This
demonstrates how much the loss of the
school as a face-to-face space for
socialization and sharing has the potential
to generate suffering. However, as
demonstrated by Martins et al. (2021),
there is also the possibility of maintaining
these relationships even at a distance,
which is an important way to minimize
these harmful consequences of remote
learning.
Regarding the invasion of work into
the domestic environment, which was
carried out at school before the pandemic,
the interviewees' reported on the difficulty
of reconciling school activities with
housekeeping. According to Antloga et al.
(2020), gender inequality has been
responsible, over the years, of attributing
as feminine the characteristics of domestic
and teaching work, as well as other
occupations, therefore, it is expected from
women to perform such tasks, causing
work overload.
It is clear among women the
physical, cognitive, affective, and financial
sacrifices made in order to respond to
family, professional and personal demands.
Sacrifices that become more evident when
the barrier of professional and intimate life
is impaired by “home office” as a measure
of social distancing to contain the COVID-
19 pandemic, corroborating with Castro et
al. (2020), in their reports on the
reconciliation of women/teaching,
domestic and personal life.
The task division between household
members has been shown, over the
months, as an alternative to attenuate the
suffering triggered by this scenario,
according to the interviewees.
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
11
Nevertheless, when the expected results
are not achieved, the responsibility tends to
fall over women’s shoulders.
Changes in work routine, family
reorganization and school shutdown as a
result of the COVID-19 pandemic can
impact mental health and psychological
well-being (Ornell et al., 2020). It was
observed that the support networks - or
lack of them - arising from family or social
relationships, have a great impact on
remote work and on the mental health of
the interviewees.
In addition to the challenge of
handling family conflicts, the financial
issue was identified as a barrier with regard
to the interviewees' mental health. The
need to adopt financial restrictions and
explain the situation to the children caused
suffering and concern. Economic
insecurity grew throughout the pandemic
and required people to reinvent themselves
in creative actions to support their families
(Ornell et al., 2020).
However, not all family
consequences generated by the pandemic
were negative, as exposed by Cluver et al.
(2020) since the difficulty of the moment
tends to create opportunities to build
stronger bonds in the parent-child
relationship. This positive consequence
was observed in one of the interviewees
describing that the relationship with their
children became stronger. It is noteworthy
that this relationship was identified by a
teacher as a support strategy for
psychological well-being. Another strategy
identified was communication with peers
through digital means, generating a sense
of belonging and acceptance.
Final remarks
Throughout the research, it was made
clear that the relationship between
Countryside Education, health and work is
inseparable. The analysis of the
implications of the COVID-19 Pandemic
on the mental and psychosocial health of
teachers in the Countryside Education
allowed us to observe the psychological
suffering triggered by a work process that,
even before the pandemic, lacked support.
Despite this, after months immersed in an
abrupt resignification of the education
technologies, it became even more evident
the worsening of an already feeble and
sickening system, since the teachers do not
receive technological training nor
psychological support to develop these
new strategies.
We also found that the investment
and valorization of Countryside Education
are undermined by the State's lack of
interest in the needs of this population. The
decisions taken made life more precarious
and triggered suffering that was generated
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
12
not only by the lack of funding in an
isolated policy, but by the neoliberal logic
(Junior, 2021). The Constitutional
Amendment nº. 95/2016 itself
demonstrates the lack of interest in quality
policies, with education being strongly
affected, with more emphasis on
Countryside Education.
In a country where one of the main
causes of teacher illness is mental health
(Diehl & Marin, 2016), the specific
situation caused/intensified by the COVID-
19 pandemic and its consequences in the
educational area needs to be investigated.
In particular, it is necessary to look at the
Countryside Education field, marked by a
long process of battles to guarantee its
existence and permanence and which, in
the current context, finds a scarcity of
resources of all kinds to guarantee
educational practices of quality and that
value and strengthen the Countryside and
its people.
In this sense, it is essential to
elaborate strategies to strengthen
countryside social movement causes and
establish a solid Education Policy, capable
of providing subsidies and conditions to
improve access to education and
supporting teachers, in order to reduce
suffering rates, as well as generating
responses to mitigate the impacts raised or
amplified by the pandemic.
References
Amarante, P. (2007). Saúde Mental e
Atenção Psicossocial. Rio de Janeiro, RJ:
Fiocruz.
Antloga, C., Monteiro, R., Maia, M., Porto,
M., & Maciel, M. (2020). Trabalho
Feminino: Uma Revisão Sistemática da
Literatura em Psicodinâmica do Trabalho.
Psicologia: Teoria e Pesquisa, 36(spe), 1-
8.
https://doi.org/10.1590/0102.3772e36nspe
2
Behring, E., & Boschetti, I. (2011).
Política Social: Fundamentos e História.
Biblioteca básica do serviço social. São
Paulo, SP: Cortez.
Bolsonaro, J. (2020, 17 de setembro). Live
da semana com Presidente Jair Bolsonaro.
Recuperado de:
https://www.youtube.com/watch?v=JsIdV
BSushc
Caldart, R. (2010). Educação do Campo:
notas para uma análise de percurso. In
Molina, M. C. (Org.). Educação do Campo
e Pesquisa II: questões para reflexão (pp.
103-126). Brasília, DF: MDA/MEC.
Carvalho, L. (2020). Educação e
Movimentos Sociais: desafios e
resistências frente à Pandemia. In Encontro
Internacional do Programa de Pós-
Graduação em Ensino – Pandemia e suas
Interfaces no Ensino [Online], Santo
Antônio de Pádua: UFF.
Cardoso, S., & Rego, T. (2017). A
mediação do professor no desenvolvimento
da expressão escrita em textos
argumentativos de alunos pré-
vestibulandos: uma análise a partir da
perspectiva vigotskiana. Obutchénie:
Revista de Didática e Psicologia
Pedagógica, 1(3), 576-605.
https://doi.org/10.14393/OBv1n3a2017-7
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
13
Carminatti, B., & Del Pino, J. (2019)
Afetividade e relação professor-aluno:
contribuições destas nos processos de
ensino e de aprendizagem em ciências no
ensino médio. Investigações no Ensino de
Ciências, 24(1), 122-138.
https://doi.org/10.22600/1518-
8795.ienci2019v24n1p122
Castro, T., Bottega, C., Detoni, P., &
Tittoni, J. (2020). Em tempos de
coronavírus: home office e o trabalho
feminino. Revista Rumos Sociológicos,
8(14), 40-64.
https://doi.org/10.15210/norus.v8i14.2001
7
Cluver, L., Lachman, J., Sherr, L.,
Wessels, I., Krug, E., & Rakotomalala…
McDonald, K. (2020). Parenting in a time
of COVID-19. The Lancet, 395, e64.
https://doi.org/10.1016/S0140-
6736(20)30736-4
Comunidades quilombolas se preparam
para receber energia elétrica. (2020).
MDH, Ministério da Mulher, da Família e
dos Direitos Humanos. Recuperado de:
https://www.gov.br/mdh/pt-
br/noticias_seppir/noticias/comunidades-
quilombolas-se-preparam-para-receber-
energia-eletrica
Coronavírus: as estratégias e desafios dos
países que estão reabrindo suas escolas.
(2020, 24 de junho). BBC News.
Recuperado de:
https://www.bbc.com/portuguese/internaci
onal-52944468
Diehl, L., & Marin, A. H. (2016).
Adoecimento mental em professores
brasileiros: revisão sistemática da
literatura. Estudos Interdisciplinares em
Psicologia, 7(2), 64-85.
http://dx.doi.org/10.5433/2236-
6407.2016v7n2p64
Emenda Constitucional nº 95/2016. (2016,
15 de dezembro). Altera o Ato das
Disposições Constitucionais Transitórias,
para instituir o Novo Regime Fiscal, e dá
outras providências. Recuperado de:
http://www.planalto.gov.br/ccivil_03/const
ituicao/emendas/emc/emc95.htm
Gomes, R. (2020, 12 de agosto). Dois dias
depois de volta às aulas, casos de covid
fazem escolas de Manaus suspenderem
atividades. Recuperado de:
https://www.redebrasilatual.com.br/educac
ao/2020/08/volta-as-aulas-manaus-covid/
Gutiérrez, A., Ferreira, A., Périssé, A.,
Castro, H., Pereira, I., & Menezes…
Ribeiro, P. (2020) Contribuições para o
retorno às atividades presenciais no
contexto da pandemia Covid-19. Fundação
Oswaldo Cruz.
https://portal.fiocruz.br/sites/portal.fiocruz.
br/files/documentos/contribuicoes_para_o_
retorno_escolar_-_08.09_4_1.pdf
Henríquez, V., & Oñate, A. (2017).
Dialogicidad y narratividad en profesores
de excelencia y su relación con el
aprendizaje. Psicologia Escolar e
Educacional, 21(3), 457-466.
https://doi.org/10.1590/2175-
35392017021311175
Insfran, F., Prado, P., Faria, A., Ladeira,
T., Sentinelli, T., & Junior, W. (2020). A
pandemia da COVID-19 como vitrine da
precarização do trabalho docente e da
educação: desafios para o ensino em uma
democracia fragilizada. Revista
Interinstitucional Artes de Educar, 6(esp),
166-187.
https://doi.org/10.12957/riae.2020.52309
Inter-agency Standing Committee (IASC).
(2007). Diretrizes do IASC sobre saúde
mental e apoio psicossocial em
emergências humanitárias. Recuperado de:
https://interagencystandingcommittee.org/s
ystem/files/iasc_mhpss_guidelines_portug
uese.pdf
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
14
Inter-agency Standing Committee (IASC).
(2020). Como lidar com os aspectos
psicossociais e de saúde mental referentes
ao surto de COVID-19: versão 1.5, março
de 2020. Recuperado de:
https://www.paho.org/pt/documents/interi
m-briefing-note-addressing-mental-health-
and-psychosocial-aspects-covid-19-
outbreak
Junior, N. (2021). O Brasil da barbárie à
desumanização neoliberal: do “Pacto
edípico e pacto social”, de Hélio
Pellegrino, ao “E daí”, de Jair Bolsonaro.
In Safatle, V., Junior, J., & Dunker, C.
(Orgs.). Neoliberalismo como gestão do
sofrimento psíquico (pp. 255-282). Belo
Horizonte, DF: Autêntica.
Littig, J., Costa, K., & Lorenzoni, L.
(2020). A comunicação e aprendizagem
em um cenário de investigação: uma
análise a partir de um ambiente de
aprendizagem. Educação Matemática
Pesquisa, 22(2), 312-340.
https://doi.org/10.23925/1983-
3156.2020v22i2p312-340
Martins, A., Damasceno, R., Sousa, M.,
Ripardo, M., Albuquerque, L., & Melo, M.
(2021). A experiência de professores no
ensino remoto: dilemas, saúde mental e
contextos de trabalho na pandemia.
Expressa Extensão, 26(2), 154-160.
Recuperado de:
https://periodicos.ufpel.edu.br/ojs2/index.p
hp/expressaextensao/article/view/20468/pd
f.
Oliveira, R. (2020, 08 de julho). Após 20
anos de espera, comunidade quilombola
tem acesso a energia elétrica. G1 Notícias.
https://g1.globo.com/go/goias/noticia/2020
/07/08/apos-20-anos-de-espera-
comunidade-quilombola-vao-do-moleque-
tem-acesso-a-energia-eletrica.ghtml
Orlandi, E. P. (2020). Análise de Discurso:
princípios e procedimentos. Campinas, SP:
Pontes.
Ornell, F., Schuch, J., Sordi, A., & Kessler,
F. (2020). “Pandemic fear” and COVID-
19: mental health burden and strategies.
Brazilian Journal of Psychiatry, 42(3),
232-235. https://doi.org/10.1590/1516-
4446-2020-0008
Pereira, H. P., Santos, F. V., & Manenti,
M. A. (2020). Saúde Mental de Docentes
em Tempos de Pandemia: os impactos das
atividades remotas. Boletim de Conjuntura
(BOCA), 3(9), 26-32.
https://doi.org/10.5281/zenodo.3986851
Pesquisa Nacional por Amostra de
Domicílios Contínua. (2018). IBGE.
Recuperado de:
www.ibge.gov.br/estatisticas/sociais/trabal
ho/17270-pnadcontinua.html?edicao=2713
8 &t =resultados.
Rotelli, F., et al. (2001).
Desinstitucionalização, uma outra via. In
Nicácio, F. (Org.) Desinstitucionalização
(pp. 17-61). São Paulo: HUCITEC.
Santos, C. (2012). Educação do campo e
políticas públicas no Brasil: o
protagonismo dos movimentos sociais do
campo na instituição de políticas públicas
e a Licenciatura em Educação do Campo
na UnB. Brasília, DF: Liber Livro/UnB.
Sentimento e percepção dos professores
brasileiros nos diferentes estágios do
Coronavírus no Brasil. (setembro, 2020).
Recuperado de:
https://institutopeninsula.org.br/pesquisa-
sentimento-e-percepcao-dos-professores-
nos-diferentes-estagios-do-coronavirus-no-
brasil
Silva, S., & Oliveira, E. (2021). Projeto
GOIÁS TEC – ensino médio ao alcance de
todos: o estado gestor e o desmonte da
profissão docente. Revista Panorâmica,
1(esp), 153-158. Recuperado de:
http://revistas.cua.ufmt.br/revista/index.ph
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., & Silva, M. T. M. (2021). Teaching in Countryside Education in the context of COVID-19...
Tocantinópolis/Brasil
v. 6
e12413
10.20873/uft.rbec.e12413
2021
ISSN: 2525-4863
15
p/revistapanoramica/article/view/1296/191
92455
Todos pela educação (2020, abril). Retorno
às aulas presenciais no contexto da
pandemia do Covid-19. Nota Técnica.
https://bit.ly/35ghnVB
World Health Organization. (2020). WHO
Director-General's opening remarks at the
media briefing on COVID-19 - 11 March
2020 Geneve: Author. Retrieved from
https://www.who.int/dg/speeches/detail/wh
o-director-general-s-opening-remarks-at-
the-media-briefing-on-covid-19---11-
march-2020
https://www.who.int/dg/speeches/detail/wh
o-director-general-s-opening-remarks-at-
the-media-briefing-on-covid-19---11-
march-2020
Viapiana, V., Gomes, R., & Albuquerque,
G. (2018). Adoecimento psíquico na
sociedade contemporânea: notas
conceituais da teoria da determinação
social do processo saúde-doença. Saúde em
Debate, 42, 175-186.
https://doi.org/10.1590/0103-
11042018s414
Article Information
Received on June 08th, 2021
Accepted on August 18th, 2021
Published on October, 29th, 2021
Author Contributions: The authors were responsible for
designing, delineating, analyzing and interpreting the data,
production of the manuscript, critical revision of the content
and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Lopes, J. C., Noal, D. S., Magrin, N. P., Lira, G. F. C., &
Silva, M. T. M. (2021). Teaching in Countryside Education
in the context of COVID-19. Rev. Bras. Educ. Camp., 6,
e12413. http://dx.doi.org/10.20873/uft.rbec.e12413
ABNT
LOPES, J. C.; NOAL, D. S.; MAGRIN, N. P.; LIRA, G. F.
C.; SILVA, M. T. M. Teaching in Countryside Education in
the context of COVID-19. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 6, e12413, 2021.
http://dx.doi.org/10.20873/uft.rbec.e12413