Os conflitos vivenciados em torno do trabalho docente na perspectiva de professoras da educação básica em contexto de pandemia

Abstract

This study introduces reflections on the conflicts experienced in teaching from the perspective of Basic Education teachers in the context of a pandemic. We are going through a new moment with the COVID-19 pandemic, which, in turn, is linked to language productions around teaching. This context demands new ways of acting from the teacher to create and (re)create their professional actions. Therefore, talking about and reflecting upon the elements around the teaching activity will provide the construction and (re)construction of meanings as they relate to teaching. From the moment teachers verbalize about the elements surrounding their work, they allow us to have access to evidence of conflicts that they may be experiencing in this pandemic period, which can both broaden and shorten their power to act. Thus, this requires reviewing the conflicts in teaching, especially in the context of a pandemic – a time of abrupt changes. From this perspective, this research poses the following question “What are the types of conflicts experienced by Basic Education teachers in a public school in the context of a pandemic and social distancing?”. The general purpose is to investigate the types of conflicts experienced by three Basic Education teachers in a public school in the context of a pandemic and social distancing with the following specificities: propose an interaction/dialogue with the teachers so that they have the opportunity to talk about their feelings and meanings as they relate to teaching; discuss the experiences around the teaching activity with three teachers from the city school chain in these pandemic times; and review the texts that were produced through interviews so that we can map the types of conflicts experienced by them in these times of pandemic and social distancing. This investigation is based on the theoretical-methodological framework of Sociodiscursive Interactionism (ISD) (BRONCKART, 1999, 2006a, 2008; MACHADO, 2007, 2009a, 2009b), which seeks to demonstrate that language practices are great instruments and language is a sine qua non element for the theory. A dialogue is also established with the Clinic of Activity (CLOT, 2006a) and Ergonomics of Activity (AMIGUES, 2004), which focus on the issue of work in general and, also, on teaching. To achieve the proposed objectives, this research will include a literature review, which is a central element in any research, and interviews for data generation. To review the dialogues produced in the interviews, the Thematic Guidance Segments (SGT) and Thematic Treatment Segments (TTS) (BULEA, 2010) will be used. The results reveal different types of conflicts, whose main elements surround the teaching activity, especially in the context of a pandemic, where teachers had to make a transition from the way they acted until then to a teaching action never experienced.