Influence of Covid-19 on the Socio-Emotional Aspect of School Communities
Main Article Content
Abstract
The Covid-19 pandemic arrived abruptly and had a negative impact on the various sectors of society, including the educational field. The objective of this study was to know the influence of Covid-19 on the socio-emotional aspect of school communities in a Brazilian capital. A cross-sectional survey was carried out in the first year of the Covid-19 pandemic in the city of Fortaleza, Ceará, Brazil. The study took place in June and July 2020. A total of 172 directors of municipal and state schools responded to an electronic questionnaire. Issues related to the socio-emotional conditions of students, teachers, coordinators and other members of the school community were addressed. The results were described by means of frequencies, percentages, mean and standard deviation. The study showed that, in the view of school directors, the Covid-19 pandemic strongly and negatively influenced the socio-emotional aspects of students, teachers, coordinators and other professionals belonging to the state and municipal school community of Fortaleza. The teachings of the present pandemic serve as an example for facing future public health emergencies, as in the case of the next pandemic “X”. Mainly with regard to the formulation and implementation of consistent public policies for the school community, with special support for: mental and emotional health, health care and hygiene to face the pandemic, operationalization of digital information and communication technologies, developing communication and the network collaboration between schools, families and students, among others.
Keywords:
Mental Health, Pandemics, SARS-CoV-2, School Teachers, Students
Article Details
How to Cite
BARON, Miriam Viviane et al.
Influence of Covid-19 on the Socio-Emotional Aspect of School Communities.
Medical Research Archives, [S.l.], v. 10, n. 8, aug. 2022.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/3025>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.18103/mra.v10i8.3025.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
References
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23. Oliveira TF et al. Socio-emotional Competencies in Organizations and at Work: concepts and instruments in Brazilian and international studies. Psico-USF [online]. 2022;27(1):99-113. doi.org/10.1590/1413-82712022270108
24. Balayar BB, Langlais MR. Parental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic. TFJ 2022;30(2):174–183. doi10.1177/10664807211052496.
25. Alves MM, Araújo YL, Nepomuceno A. Impacto da pandemia da COVID-19 no contexto da educação socioemocional. RBECM 2021;12(3):1-17. doi.org/10.26843/rencima.v12n3a34.
26. Wang, C.; Pan, R.; Wan, X.; Tan, Y.; Xu, L.; Ho, C.S.; Ho, R.C. Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. Int. J. Environ. Res. Public Health. 2020;17(5):1-25. doi:10.3390/ijerph17051729.
26. Said-Hung E, Garzón-Clemente R, Marcano B. Instituições de ensino superior ibero-americanas enfrentando COVID-19. J Hum Behav Soc Environ. 2021;31(4):497-511. doi:10.1080/10911359.2020.1842835.
27. Baron MV, Vigano AJP, Scherer GDLG, Velho IK, Santos MMD, Silveira JB, Costa BEP. Impacts of COVID-19 on the mental health of the Chinese population at the beginning of the epidemic: Integrative Review. Saúde Coletiva. 2020;54(10):26-61. doi.org/10.36489/saudecoletiva.2020v10i54p2661-2669
28. Serrano-Díaz N, Aragón-Mendizábal E, Mérida-Serrano R. Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19. Comunicar. 2022;30(70):59–68. doi.org/10.3916/C70-2022-05
29. Abioui M, Dades M, Kostyuchenko Y, et al. Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary. Int. J. Ethics Educ. 2020 Jan;5(2):145-150. doi:10.1007/s40889-020-00100-4
30. Fonseca RP, Sganzerla GC, Enéas LV. Fechamento das escolas na pandemia de Covid-19: impacto socioemocional, cognitivo e de aprendizagem. Debates em Psiquiatria. 2020;10(4):28-37. doi.org/10.25118/2763-9037.2020.v10.23
31. Gratiot-Alfandéry, H. Wallon Henri. Tradução e organização: Patrícia Junqueira. 2020; Recife: Fundação Joaquim Nabuco, Editora Massangana, p.134.
32. Rodríguez-Leonardo NM, Peña PA. Socioemotional skills and their relationship with stress levels during the COVID-19 contingency in Mexican junior and high school students. Salud Ment. 2020;43(6):279-283. doi.org/10.17711/sm.0185-3325.2020.038
2. Qun L, Xuhua G, Peng W, Xiaoye W, Lei Z, Yeqing T, et al. Early Transmission Dynamics in Wuhan, China, of Novel Coronavirus–Infected Pneumonia. N Engl J Med. 2020;382(13):1199-1207. doi.org/10.1056/NEJMoa2001316
3. Adhikari SP, Sha M, Yu-Ju W, Yu-Ping M, Rui-Xue Y, Qing-Zhi W, et al. Epidemiology, causes, clinical manifestation and diagnosis, prevention and control of coronavirus disease (COVID-19) during the early outbreak period: a scoping review. BMC. 2020;9(29):1-12. doi.org/10.1186/s40249-020-00646-x
4. Jin YH, Cai L, Cheng Z S, Cheng H, Deng T, Fan YP, et al. A rapid advice guideline for the diagnosis and treatment of 2019 novel coronavirus (2019-nCoV) infected pneumonia (standard version). Mil Med Res. 2020;7(4):1-23. doi.org/10.1186/s40779-020-0233-6
5. Wei-Jie G, Zheng-YI N, YU H, Wen-Hua L, Chun-Quan O, Jian-Xing H, et al. Clinical Characteristics of Coronavirus Disease 2019 in China. N Engl J Med. 2020;(382)18:1708-1720. doi:10.1056/NEJMoa2002032
6. Chaolin H, Yeming W, Xingwang L, Ren L, Jianping Z, Yi H, et al. Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. Lancet. 2020;395:497-506. doi.org/10.1016/S0140-6736(20)30183-5
7. World Health Organization. Coronavirus disease (COVID-19) outbreak situation. 2020. https://www.who.int/emergencies/diseases/novel-coronavirus-2019 Acesso em 05 de maio de 2022.
8. Brandenburg C, Silva Maciel J, Baron M, Costa B, Fialho L, Silva J. Cartilha educação e saúde no combate a pandemia da (covid-19). Rev. Pemo, 2020;2(2), 1-35. doi.org/10.47149/pemo.v2i2.3670
9. Baron MV, Santos MP, Isa CPM, Santos AC, Marangoni C, Werle TM, Costa BEP. Containment, mitigation, and suppression in the fight against the COVID-19 pandemic: survey and analysis. Saúde Coletiva. 2020;54(10), 2657-2660. doi.org/10.36489/saudecoletiva.2020v10i54p2657-2660
10. Carrión-Martínez JJ, Pinel-Martínez C, Pérez-Esteban MD, Román-Sánchez IM. Family and School Relationship during COVID-19 Pandemic: A Systematic Review. Int. J. Environ. Res. Public Health. 2021;18(21):11710. doi:10.3390/ijerph182111710
11. Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Impacto da Covid-19 na Educação Unesco. 2022. https://pt.unesco.org/covid19/educationresponse Acesso em 05 de junho de 2022.
12. Ozório FJ, Cavalcante P, Muniz QH, Gomes R, Paim I. Políticas públicas para o atendimento educacional especializado em Fortaleza durante a pandemia. Rev. Pemo. 2020;3(1):e313864. doi.org/10.47149/pemo.v3i1.3864
13. Rubio Álvarez A. La proxemia virtual y la socioemocionalidad en tiempos de incertidumbre. Enunciación. 2020;25(2):LI-LV. doi.org/10.14483/22486798.17026.
14. Bezerra N, Veloso A, Ribeiro E. Ressignificando a prática docente: experiências em tempos de pandemia. Rev. Pemo.2021;3(2), e323917. doi.org/10.47149/pemo.v2i3.3917
15. Arruda J, Siqueira LM. Metodologias Ativas, Ensino Híbrido e os Artefatos Digitais: sala de aula em tempos de pandemia. Rev. Pemo. 2020;3(1):e314292. https://doi.org/10.47149/pemo.v3i1.4292
16. Neves VNS, Valdegil DA, Sabino RN. Ensino remoto emergencial durante a pandemia de COVID-19 no Brasil: estado da arte. Rev. Pemo. 2021;3(2):e325271. doi.org/10.47149/pemo.v3i2.5271.
17. Santana J.R, Fialho L.M.F, Brandenburg C, Santos FFUJ. (Org.). Educação e Saúde: um olhar interdisciplinar. 2014; 1. ed. Fortaleza: Edições UFC. v. 1. 218p.
18. Soares-Leite WS, Nascimento-Ribeiro CA. A inclusão das TICs na educação brasileira: problemas e desafios. Magis, Rev. Inter. de Investig. Educ. 2012;5(10):173-187. ISSN-e 2027-1182. https://dialnet.unirioja.es/servlet/articulo?codigo=4434902
19. Silva JC. Avaliação do Gerenciamento da Informação e da prática pedagógica no ensino-aprendizagem mediante categorias informacionais. 2018; Tese de Doutorado. Programa de Pós-Graduação em Educação Brasileira Contemporânea da Universidade Federal do Ceará. UFC: Fortaleza.
20. Nascimento KAS. Panorama das publicações científicas nacionais e internacionais sobre a aprendizagem móvel e a prática colaborativa. REDUFOR 2019;4(3):207-229. doi.org/10.25053/redufor.v4i12set/dez.3342
21. Santos MA, Ferreira H, Simões L. Formação de professor e profissionalismo: Reflexões acerca da avaliação externa. REDUFOR 2019;4(2):161-178. doi.org/10.25053/redufor.v4i11.896.
22. Abed ALZ. O desenvolvimento das habilidades socioemocionais como caminho para a aprendizagem e o sucesso escolar de alunos da educação básica. Constr. psicopedag. 2016; 24(25):8-27. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1415-69542016000100002&lng=pt&tlng=pt.
23. Oliveira TF et al. Socio-emotional Competencies in Organizations and at Work: concepts and instruments in Brazilian and international studies. Psico-USF [online]. 2022;27(1):99-113. doi.org/10.1590/1413-82712022270108
24. Balayar BB, Langlais MR. Parental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic. TFJ 2022;30(2):174–183. doi10.1177/10664807211052496.
25. Alves MM, Araújo YL, Nepomuceno A. Impacto da pandemia da COVID-19 no contexto da educação socioemocional. RBECM 2021;12(3):1-17. doi.org/10.26843/rencima.v12n3a34.
26. Wang, C.; Pan, R.; Wan, X.; Tan, Y.; Xu, L.; Ho, C.S.; Ho, R.C. Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China. Int. J. Environ. Res. Public Health. 2020;17(5):1-25. doi:10.3390/ijerph17051729.
26. Said-Hung E, Garzón-Clemente R, Marcano B. Instituições de ensino superior ibero-americanas enfrentando COVID-19. J Hum Behav Soc Environ. 2021;31(4):497-511. doi:10.1080/10911359.2020.1842835.
27. Baron MV, Vigano AJP, Scherer GDLG, Velho IK, Santos MMD, Silveira JB, Costa BEP. Impacts of COVID-19 on the mental health of the Chinese population at the beginning of the epidemic: Integrative Review. Saúde Coletiva. 2020;54(10):26-61. doi.org/10.36489/saudecoletiva.2020v10i54p2661-2669
28. Serrano-Díaz N, Aragón-Mendizábal E, Mérida-Serrano R. Percepción de las familias sobre el desempeño escolar durante el confinamiento por COVID-19. Comunicar. 2022;30(70):59–68. doi.org/10.3916/C70-2022-05
29. Abioui M, Dades M, Kostyuchenko Y, et al. Covid-19 and education in Morocco as a potential model of concern for North Africa: a short commentary. Int. J. Ethics Educ. 2020 Jan;5(2):145-150. doi:10.1007/s40889-020-00100-4
30. Fonseca RP, Sganzerla GC, Enéas LV. Fechamento das escolas na pandemia de Covid-19: impacto socioemocional, cognitivo e de aprendizagem. Debates em Psiquiatria. 2020;10(4):28-37. doi.org/10.25118/2763-9037.2020.v10.23
31. Gratiot-Alfandéry, H. Wallon Henri. Tradução e organização: Patrícia Junqueira. 2020; Recife: Fundação Joaquim Nabuco, Editora Massangana, p.134.
32. Rodríguez-Leonardo NM, Peña PA. Socioemotional skills and their relationship with stress levels during the COVID-19 contingency in Mexican junior and high school students. Salud Ment. 2020;43(6):279-283. doi.org/10.17711/sm.0185-3325.2020.038