Effects of the pandemic on the practices of Class Teachers:

between recognition and overload

Abstract

It`s work is the result of a master's research in Psychology and presents a reflection on the effects of the pandemic on the practices of Class Director Teachers, a public policy initiative from the Secretariat of Education of Ceará (SEDUC-CE). The objective is to discuss the challenges posed by the pandemic to the practices of Class Director Teachers, particularly in their daily efforts to address students's concerns and in their actions regarding the demands emerging in the post-pandemic school context. It aims to identify changes in the roles of Class Directors and the impacts on their professional lives. The study critically examines the training and working conditions of these educators, as well as the increase in the volume of complaints brought by students. The research was conducted through interviews with four Class Director Teachers and the coordinator of a state public school located in downtown Fortaleza, Ceará. It is based on intervention research with a cartographic approach, inviting teachers to reflect alongside psychologists (both trained and in training) on their practices in the post-pandemic context. The findings highlight the importance of the Class Director Teacher project in fostering bonds and reducing student dropout rates. However, they also reveal the burden of excessive workload and the lack of adequate training for these educators.