Influence of Covid-19 on the Socio-Emotional Aspect of School Communities

Abstract

The Covid-19 pandemic arrived abruptly and had a negative impact on the various sectors of society, including the educational field. The objective of this study was to know the influence of Covid-19 on the socio-emotional aspect of school communities in a Brazilian capital. A cross-sectional survey was carried out in the first year of the Covid-19 pandemic in the city of Fortaleza, Ceará, Brazil. The study took place in June and July 2020. A total of 172 directors of municipal and state schools responded to an electronic questionnaire. Issues related to the socio-emotional conditions of students, teachers, coordinators and other members of the school community were addressed. The results were described by means of frequencies, percentages, mean and standard deviation. The study showed that, in the view of school directors, the Covid-19 pandemic strongly and negatively influenced the socio-emotional aspects of students, teachers, coordinators and other professionals belonging to the state and municipal school community of Fortaleza. The teachings of the present pandemic serve as an example for facing future public health emergencies, as in the case of the next pandemic “X”. Mainly with regard to the formulation and implementation of consistent public policies for the school community, with special support for: mental and emotional health, health care and hygiene to face the pandemic, operationalization of digital information and communication technologies, developing communication and the network collaboration between schools, families and students, among others.

Experiência Educativa Para Superar Aspectos Negativos Da Pandemia Da Covid-19 Na Escola Pública

“…Todavia, o ímpeto e a extensão com que a crise sanitária atingiu à rede de ensino brasileira têm se configurado em obstáculos a essas pretensões, por interferirem na efetividade do processo de ensino-aprendizagem, mais fortemente em relação aos discentesou mesmo docentesmais vulnerabilizados. São diversos os estudos que corroboram essa assertiva, a saber: Baron et al (2022); Gonzaga (2020); Neves et al (2021a); Neves, Fialho e Machado (2021); Neves, Valdegil e Sabino (2021); e Santos, Silva e Vieira Junior (2021). Inobstante as especificidades dos objetos de investigação, todos são uníssonos em asseverar que a problemática do acesso às TDICs foi cruciar para agravar os prejuízos advindos da suspensão das aulas presenciais.…”