CURRICULUM AND TEACHING WORK IN MULTIPLE FACETS

reports in a pandemic context

Abstract

This article originated from a research project, submitted to Plataforma Brasil and approved by the Research Ethics Committee – CNPq. The objective of this work is to present and problematize the experiences and pedagogical practices narrated by twenty-seven teachers who work in Basic Education, public and private, in the city of Caxias (MA), during the Covid-19 Pandemic, a period in which they developed their activities. EAD/remote pedagogical practices. This fabric, with a qualitative approach, of a bibliographic and documentary nature, presents three categories of analysis: I - Pedagogical/emotional/psychological monitoring; II - Social and professional appreciation of the teacher in the pandemic context; III - Personal and professional aspects in a post-pandemic perspective. The discussions, analyzes and syntheses, given from the narratives of the professionals interviewed, exchanged with a critical theoretical contribution, denote the lack of professional appreciation, the invisibility, accountability, heteronomy and intensification of the precariousness of the work of teachers. as in the pandemic social context, having as a background, the imposition of “a reinvention of pedagogical practice”, through an instrumental technological rationality, which represents a given conception of education and human formation.