“Amigo, estou aqui”!A importância dos vínculos afetivos para a permanência no Curso de Pedagogia tempos de pandemia da covid-19

Abstract

The Covid-19 pandemic has brought countless losses to humanity: the first and most impactful was the death of thousands of people around the world. In Brazilian education, teachers and students had to submit to an unexpected routine of remote classes, even in the midst of countless losses and individual and collective traumas. These realities, besides weakening the students' mental health, have undermined learning, generating both a meager acquisition and production of knowledge and a massive university dropout. During this process, we realized that the affective relationships generated during the course of academic life could, in a certain way, mitigate the motivations that led many of the students to drop out of undergraduate programs. Based on these facts, we developed this thesis from a research whose objective was to analyze the relevance of the affective bonds, built during the graduation course in Pedagogy, especially during the pandemic period, for the students. With this purpose, we accomplished a field research, of qualitative nature, with six students of the Pedagogy course, from Faced/UFC, all female, who are between the seventh and eighth semesters - having in view that these experienced face-to-face teaching, initially, and then the remote one, having returned to continue and finish the graduation with the face-to-face return - which are from the day and night shifts. In our theoretical foundation, we used research such as Máximo's (2021) to deal with Higher Education in the pandemic, La Taille; Oliveira; Dantas (1992) studies on affectivity, and also the LDB and the DCNEB to discuss the legal aspects of pedagogical work. For the construction of the research data, the questionnaire and the semi-structured interview were used as instruments. As a method to analyze the data, we used Bardin's content analysis (1977). Starting from the specific objectives, we categorized the data and then drew some conclusions, the first is that affective bonds were very important for the students to continue in the graduation, the second was that they considered the work with affectivity in this period essential, highlighting that, for an educator in formation, it is crucial to experience affectivity in the practice of university teachers and to study about it in a systematic way, and finally, we collected suggestions from the students to the faculty and teachers aiming at the construction of strategies to promote affective bonds.