A configuração do trabalho docente e a pandemia da Covid-19: do ensino remoto ao retorno presencial

Abstract

This research, linked to the line “Languages, Cultures and Knowledge”, of the Post-Graduate Program in Education at the Federal University of Juiz de Fora (PPGE/UFJF), addresses the teaching work and continuing education of teachers in the municipal public schools of Juiz de Fora city (state of MG) in times of pandemic. In this context, we present the following research question: What is the configuration of the teaching work of teachers in a municipal public school in Juiz de Fora city, during and after the Covid-19 pandemic? We used Sociodiscursive Interactionism (Bronckart, 1999, 2006, 2008; Machado, 2004, 2007) as a theoreticalmethodological support, in dialogue with the principles of the Activity Clinic (Clot, 2007, 2010). Assuming language as a central activity in human development, the data resulting emerged from semi-structured interviews (Flick, 2004) with teachers who worked in the early years at a municipal public school in Juiz de Fora city. For the analysis, we used the following categories: i) teacher’s actorship; ii) collective work; iii) continuing education, and iv) education in the pandemic. The data analyzed reveals that the training actions of the Juiz de Fora Municipal Education Department have brought about changes in teaching, making it more reflective, dialogical and contextualized (Gatti, 2013; Nóvoa, 2022); the teacher has emerged as the protagonist of their work (Bronckart, 2006); the importance of building a work collective to strengthen collective work (Clot, 2010), and the challenges faced during Emergency Remote Teaching have led to resignifications in the teaching practice. We believe that this work can make a significant contribution to fostering discussions about continuing teacher education, as well as reflections on a teacher’s work in the post-pandemic period.