Ensino remoto emergencial e histórias contadas: novos sentidos sobre identidade docente

Abstract

The narrative shared in the sequence presents the record of a reflexive-narrative investigation exercise on the potential (re)significations raised by Emergency Remote Teaching, ERE, in the scope of Brazilian public school education, on the dimensions of teacher identity. This exercise is linked to the Graduate Program in Education in Chemical Life and Health Sciences, Federal University of Pampa, Campus Uruguaiana. The perspective of data analysis, collected in structured interviews via the Google Forms platform, is linked to the line of research Scientific Education: Implications of scientific practices in the constitution of subjects and is guided, theoretically and methodologically, in post-reflexive-narrative presuppositions. structuralist and multicultural. Its operationalization focuses on the narrative analysis of the reflections expressed by the participants and seeks, primarily, to investigate, problematize and understand the potential influences of remote school education in the pandemic period on the dimensions of teacher identity. It considers such identity construction as fundamental for the popularization of a liberating, reflective, inclusive educational praxis that is adjusted to the perspective of an equitable and democratic education and is justified by the need to document the unprecedented emergency situation caused by the Covid-19 pandemic. 19 in the lives of the actors who conduct education in front of the classrooms. The results constructed already under examination of the legal determination of extinction of the emergency situation in public health in Brazil signaled that the teaching identity, in line with the period that conditions and influences it, is in particular constitutive effervescence stimulated by the strengthening of dialogic ties between professional peers, concluding, with such impressions, that the great complexity of this process of individual and collective (inter)dimensionality was positively driven by the adversities experienced during the teaching exercise in the Emergency Remote Teaching period.