Emergency remote teaching: the challenges and stigmas experienced by teachers during the COVID-19 pandemic

Abstract

With the exacerbation of the COVID-19 pandemic, many education networks suspended classes as a measure to contain the spread of the virus, and started using digital learning resources, called Distance Learning, Online Learning, Blended Learning, Remote School Activity , among other names. The study aimed to identify the challenges and stigmas experienced by teachers during the COVID 19 pandemic. The study was developed through an Integrative Literature Review (RIL), through the synthesis of studies focused on the theme. 06 articles were used for the study. Thus, two thematic categories were established, namely: “Challenges of online teaching in the teaching context during the COVID-19 pandemic” and “Implications for the physical and mental health of teachers during remote teaching in the pandemic”. The first category portrays the difficulty that some teachers had to use technological tools and digital resources, and that they did not obtain any support from educational institutions to meet this need. In the second category, it was observed that social distancing, suspension of in-person classes and adaptation to remote teaching, triggered an overload of work in teachers, and with it a series of thoughts, feelings and attitudes that generated complaints of suffering and illnesses mental and physical. Thus, it can be concluded that the pandemic period brought numerous challenges pointed out by teachers with the use of technologies, in addition, negative repercussions were identified on the physical and mental health of teachers due to the current pandemic scenario, thus highlighting the need training for the use of technological tools in teaching teaching, as well as the implementation of preventive and health-promoting actions to minimize the psychological implications of the pandemic.