Marcas da pandemia na docência: a influência da Covid-19 nas atividades docentes de uma escola pública do município de Pacatuba/CE

Abstract

This dissertation analyzes the marks left by the COVID-19 pandemic on teaching practices in a public school in Pacatuba, Ceará, focusing on their impact on pedagogical practices, teacher identity, and professional development. The research adopts Oral History methodology, based on Gisanfran Jucá, and conducts a qualitative analysis of teachers’testimonies using Bakhtin’s dialogical approach. The interviews reveal how the pandemic exerted different degrees of influence on teaching practices, ranging from direct transformations to indirect effects mediated by social isolation, school closures, and the imposition of emergency remote teaching. Results point to seven typologies of marks, ranging from consolidated innovations to abandoned practices, transient actions, and re-signified strategies, including learning recovery as an emerging policy. The study also highlights the impacts on lesson planning, content, classes, assessment, interpersonal relations, teacher education, and professional identity, underscoring the consolidation of digital teaching and the strengthening of the socio-emotional dimension of teaching. It concludes that the pandemic left a hybrid legacy, marked by tensions between innovation and regulation, but also by an expanded teacher identity that incorporates new meanings into the educational act and paves the way for further research on teaching in times of crisis.