Libertad asfixiada: cuando se cuestiona la identidad del profesor

• Autores: Messias, João Carlos Caselli, Rocha, Mônica de Oliveira, Cavieres-Higuera, Héctor
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Pontificia Universidad Católica del Perú
• Repositorio: PUCP-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.pucp.edu.pe:20.500.14657/205263
• Enlace del recurso: https://revistas.pucp.edu.pe/index.php/psicologia/article/view/23706/28324; http://hdl.handle.net/20.500.14657/205263; https://doi.org/10.18800/psico.202601.007
• Nivel de acceso: acceso abierto
• Materia: Sense of work; Teachers; Secondary education; Phenomenology; Professional identity; Sentido del trabajo; Docentes; Educación secundaria; Fenomenología; Identidad profesional; Sentido do trabalho; Identidade profissional; Educação secundária; https://purl.org/pe-repo/ocde/ford#5.01.00

This study aimed to understand the sense that 12 high school teachers from public and private Brazilian schools located in the city of Campinas, SP attribute to their work in the midst of the Covid-19 pandemic. From the use of comprehensive narratives, the following results were identified: (a) teaching performance as a significant activity, with purpose and social (ir)relevance; (b) loss of reference in time, space and identity; (c) doubts about the expansion of social vulnerabilities, professional and institutional (dis)engagement due to the pandemic and professional and institutional (dis)engagement and (e) remote environment as a surveillance factor. It is concluded that the work considered significant remained intrinsically valuable, contributing to the adaptation to remote education, even in the face of adversities such as the feeling of exposure and fear.