A relação gestão-professor no contexto pandêmico da Covid-19

Abstract

The following study had as its purpose to discuss the impacts of the teacher-administration relationship in the teaching-learning process during the COVID-19 pandemic. Considering the administration’s role of coordinating and leading the school’s educational actions, room is found for a discussion regarding how did this collective work occur during an unprecedented crisis, for which there was no emergency plan in place. Teachers and administrators were invited to share their experiences, through mixed questionnaires, in order to discuss the challenges brought by the worldwide health crises, especially in the subject of remote learning, which temporarily replaced in-person learning, analyzed through the lens of a qualitative approach. The data collected pictured how guidance and leadership of the administration potentialize teachers’ work, and how teachers’ participation on the school’s decision-making process also affects their performance, and, in a more general sense, how the teacher-administration relationship brings direct consequences to teachers’ active work, and, by extension, to the teaching-learning process.