<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582024000100046</article-id>
<article-id pub-id-type="doi">10.15359/ree.28-1.17333</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[&#8220;Cansada, agobiada, frustrada&#8221;: Desafíos emocionales de docentes de inglés en primaria durante la pandemia: Estudio de caso en San Carlos, Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;Tired, overwhelmed, frustrated&#8221;: Emotional challenges of primary english teachers during the pandemic: Case study in San Carlos, Costa Rica]]></article-title>
<article-title xml:lang="pt"><![CDATA[&#8220;Cansado, oprimido, frustrado&#8221;: desafios emocionais de professores de inglês primários durante a pandemia: Estudo de caso em San Carlos, Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Estrada]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elizondo-Mejías]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Hidalgo]]></surname>
<given-names><![CDATA[Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[San Carlos ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[San Carlos ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>46</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582024000100046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582024000100046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582024000100046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción.  La emergencia sanitaria de COVID-19 suspendió los procesos de educación a nivel mundial. El Ministerio de Educación Pública de Costa Rica no fue la excepción y en marzo de 2020 se propuso trabajar bajo la modalidad de educación a distancia.  Propósito.  Este artículo se centra en los resultados referentes a los sentimientos expresados por las personas participantes, como parte de una investigación principal derivada de un estudio de caso descriptivo que se basó en la investigación cualitativa inductiva y tuvo como propósito describir las percepciones de cuatro docentes de inglés de primaria de la Dirección Regional de Educación San Carlos con respecto a la educación a distancia llevada a cabo durante la crisis sanitaria del COVID-19.  Metodología.  Los datos fueron recolectados a través de entrevistas a profundidad, planeamientos didácticos y grabaciones de videos sobre procesos de mediación pedagógica y contextos profesionales, y fueron analizados mediante categorías semánticas del análisis de contenido (Hatch, 2002) a través de la plataforma digital WebQDA (Costa et al., 2019).  Resultados.  Los resultados sugieren sentimientos antes y durante la pandemia, tal como fueron experimentados por el cuerpo docente y se enfocaron en sentimientos negativos en su mayoría. Entre algunos destacan incertidumbre, estrés, confusión, sobrecarga laboral, dificultad, tristeza y preocupación. Otros sentimientos vividos fueron discriminación, impotencia e irrespeto, tomando en cuenta los contextos del profesorado y las familias. Este estudio presenta al personal docente desde su dimensión humana como profesionales que sobrevivieron a una pandemia en sus propios escenarios educativos, y evidencia la importancia de una comunicación efectiva y la toma en consideración de un acompañamiento psicológico para fortalecer la integridad emocional del cuerpo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  COVID-19&#8217;s health crisis put a hold on all educational processes worldwide. This was not the exception for Costa Rica at the Ministry of Education. In March 2020, it was proposed that distance education was going to be put into practice.  Purpose.  This paper focuses on the feelings the participants communicated during the study. This was part of a principal investigation that used a case study methodology based on inductive qualitative research. It had the purpose of describing the perceptions of four English primary school teachers from the Dirección Regional de Educación San Carlos (San Carlos Regional Education Office) regarding distance education during the sanitary emergency of COVID-19.  Methodology.  Data were collected through in-depth interviews, lesson plans, and video recordings of pedagogical mediation and professional contexts. The data were analyzed using semantic categories from content analysis (Hatch, 2002) and the Web Qualitative Data Analysis (webQDA) software (Costa et al., 2019).  Results.  Results suggest that teachers reported experiencing a range of emotions before and during the pandemic, with the majority being negative in nature. Among the most notable were uncertainty, stress, confusion, overwork, a sense of difficulty, sadness, and worry. Other feelings included discrimination, impotence, and disrespect towards the teachers and the families&#8217; specific contexts. This study presents the teachers from their human dimension as professionals who endured the pandemic within their own educational contexts. The study also shows the importance of effective communication and taking into consideration psychological support to strengthen the emotional integrity of the teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  A emergência de saúde do COVID-19 suspendeu os processos educacionais em todo o mundo. O Ministério da Educação Pública da Costa Rica não foi exceção e, em março de 2020, propôs a adoção da modalidade de educação a distância.  Propósito.  Este artigo baseia-se nos resultados relacionados aos sentimentos expressos pelos participantes, como parte de uma pesquisa principal derivada de um estudo de caso descritivo que se fundamentou em pesquisa qualitativa indutiva, com o objetivo de descrever as percepções de quatro professores de inglês da Direção Regional de Educação de San Carlos, Costa Rica, sobre a educação a distância durante a crise sanitária do COVID-19.  Metodologia.  Os dados foram coletados por meio de entrevistas em profundidade, planos de aula e gravações em vídeo sobre processos de mediação pedagógica e contextos profissionais. Os dados foram analisados utilizando categorias semânticas de análise de conteúdo (Hatch, 2002) por meio da plataforma digital WebQDA (Costa et al., 2019).  Resultados.  Os resultados indicam os sentimentos vivenciados pelos professores antes e durante a pandemia, predominantemente negativos. Dentre eles estão incerteza, estresse, confusão, sobrecarga de trabalho, dificuldade, tristeza e preocupação. Além disso, foram observados sentimentos de discriminação, impotência e desrespeito em relação aos contextos dos professores e familiares. Este estudo apresenta os professores a partir de sua dimensão humana como profissionais que sobreviveram a uma pandemia em seus ambientes educacionais, ressaltando a importância da comunicação eficaz e do apoio psicológico para fortalecer a integridade emocional do corpo docente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Costa Rica]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[docentes de primaria]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="es"><![CDATA[ODS4 Educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[sentimientos]]></kwd>
<kwd lng="en"><![CDATA[Costa Rica]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[primary school teachers]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[feelings]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="en"><![CDATA[SDG4 Quality education]]></kwd>
<kwd lng="pt"><![CDATA[Costa Rica]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[professores primários]]></kwd>
<kwd lng="pt"><![CDATA[educação a distancia]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[OSD 4 Educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[sentimentos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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