AN ANALYSIS OF THE MAIN EDUCATIONAL AND EMOTIONAL CHALLENGES FACED BY ELEMENTARY EDUCATION TEACHERS AT TWO PRIVATE SCHOOLS IN BELO HORIZONTE AND A PUBLIC SCHOOL IN SANTA LUZIA WITH THE RETURN OF ON-SITE CLASSES

Abstract

The aim of this article was to analyze the main emotional and pedagogical challenges faced by elementary school teachers from two private schools in Belo Horizonte and a public school in Santa Luzia with the return of face-to-face classes. The methodology used was descriptive with a qualitative approach, with field work being carried out. The results showed that, for most of the teachers interviewed, anxiety and depression were the most recurrent emotional problems and that seeking professional help was not always an alternative. The students, on the other hand, presented socialization difficulties with the return of face-to-face classes. The use of technology was an aggravating factor, as most teachers did not know the tools that were used during online classes and the school did not always offer support. The unanimity among teachers at both public and private schools was the perception of the learning deficit that students had when they returned to face-to-face classes, and a high percentage of these professionals associate this fact with the lack of interest on the part of students and also with the absence of direct teacher-student contact, a fact that hindered the understanding of the applied content. Another point in common is the awareness that it is necessary to work together, a partnership between all actors in the pedagogical area, so that the course of education is better than the scenario currently presented.