Professorar no contexto de pós-pandemia nas escolas municipais de Fortaleza

Abstract

The writing of this dissertation is the result of an intervention-research with teachers from the Municipal Network of Fortaleza who experienced emergency remote teaching in the pandemic, the transformations in the return to face-to-face and in the post-pandemic. This investigation is inscribed as a proposal to investigate, accompany and compose with what is lived the concerns that still echo in the classrooms and in the teaching staff, assembling a map of experiences that expand, intersect and rearrange themselves. Faced with the imperative of social distancing and the need to continue, despite the Covid-19 Pandemic (2020-2021), schools closed their doors and emergency remote teaching was instituted. Exposure to technologies, insufficient training, information overload and work intensification, crossed the doing, thinking and acting of teachers during this period. Considering these issues, the general objective of the research was to investigate the experience of being a teacher in the post-pandemic context in the early years of elementary school in municipal schools in Fortaleza. As for the specific objectives: to investigate how teachers experienced teaching in the remote teaching period; analyze the main challenges listed by the teachers in relation to the experience of exercising the profession after the face-to-face return; and discuss the coping strategies developed by teachers in the face of the complexities of the post-pandemic return. For this, a research was carried out based on the theoretical-methodological assumptions of the intervention research, which comprises subject and object, theory and practice on the same plane, with ten teachers working in the early years of elementary school. The production of data was carried out through individual interviews guided by cartographic management and recorded in the field diary, both composed the analysis from the cartographic analysis. Thus, from the construction that emerged during the interviews, it is expected to foster collective and individual institutional reflections and actions committed to the hope of building other ways of doing school.