REMOTE TEACHING IN PANDEMICS, CURRICULAR PRACTICES AND DAILY SCHOOL ROUTINE – FROM THE CLASSROOM TO THE “DOMESTIC ROOM”

recontextualization, creations and inventiveness

Abstract

In this text, we present some notes produced in the context of a bibliographic and analytical research, of exploratory nature, which is underway seeking to map the publications in the period between 2020 and 2022, dealing with remote teaching in the pandemic and post-pandemic, with its implications for teaching practices, curriculum and teaching work. To do so, we used articles, journals, surveys, and headlines available on the Internet, in order to identify, deepen, and explain, from a survey of data and their analysis, how the investigated literature informs about the theme in question.  The theoretical support for this study is anchored in Ball (2000), Lopes (2005, 2008), Canclini (2011), Oliveira (2020a; 2020b), Nóvoa (2020) among others.   Preliminary analyses indicate that the curricular practices in the pandemic period resulted from a recontextualization by hybridism (BALL, 2000), whose arrangements and re-significations assumed different didactic-pedagogical strategies, with enormous richness of configurations with the use of digital technologies for remote teaching. Despite the difficulties and challenges faced by teachers, and also the precariousness of the teaching work, the diversity of curricular practices, resulting from individual and collective creativity that emerged in this period, created pedagogical alternatives to guarantee the learning of millions of students.