O cotidiano da escola na pandemia da covid-19: uma docência em movimento pela voz dos professores

Abstract

The following thesis was conducted by the OBSERVA Research Group in the History and Philosophy of Education line of research of the Universidade de Caxias do Sul Postgraduate Program on Education. It aims to study the teaching practices adopted during the COVID-19 pandemic and was carried out through documentation analysis and interviews with acting teachers in Caxias do Sul's municipal school system. Our main goal was to analyze how the COVID-19 pandemic and the suspension of face-to-face classes contributed to the adoption of new pedagogical practices at schools in Caxias do Sul's municipal school system during 2020 and 2021, considering a transient perspective in teaching, the adoption of emergency remote learning, and the gradual return to on-site classes. The theoretical framework used in this research is the writings of Freire (1983, 2000, 2015, 2017, 2021), Elias (1994), Nóvoa (2009, 2021, 2022), and Santos (2020, 2021), used to discuss teaching, society, and education during a pandemic. Our methodology is anchored in Pais? (2015) Sociology of Everyday Life, traversed by Bacellar's (2010) literature analysis, as well as the use of a research questionnaire and the listening of teachers during Discussion & Testimony Groups based on Weller (2006), which generated narratives regarding the dimensions that the COVID-19 pandemic took in the eyes of the teachers. These narratives were analyzed via the Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2011). Four categories emerged from the data which built our empiric corpus and emphasized the aspects lived by the teachers during the pandemic, highlighting the teaching movements that were influenced by professional aspects as well as their personal experiences, health, and family struggles which have intertwined with the teaching practice during remote learning. The results of our research allow us to conclude that transient teaching is present in everyday life during the pandemic and articulates education's macro-sociological issues in the national, state, and municipal spheres, as well as micro-sociological aspects that are lived in the individual teaching style of every educator who was active during the pandemic. These movements (re)direct the possible future(s) of education, evoking procedures and arrangements for the teaching practice in general and all schools (either individually or as a collective constitution). This corroborates the importance of minimizing inequalities and strengthening public schools so that in (possible) future pandemics, public teaching institutions can better manage their resources and provide a better service to students. [resumo fornecido pelo autor]