O ofício da docência na educação básica desde experiências em tempo de crise sanitária.

Abstract

The thesis analyzes the teaching profession, taking as its locus an Elementary School during the period of the Covid-19 Pandemic from an empirical corpus constituted by a set experiences narratives of eight teachers from the initial years of elementary school. It is an intercessory and exploratory dance due to the multiplicity of face-to-face teaching on the school floor, due to its immateriality sometimes in the remote mode. The objective of this analysis is to allow the expansion of an exercise of understanding about teaching, inspired by a cartographic thought which accompanies the course of this writing and moves like a dance with Tango steps in a coming and going crossed by choreographic redirections that produces reinventions implied to the theme boundaries. The discussion was elaborated from the contribution of Larrosa (1999; 2002; 2003; 2015; 2017; 2022, Nóvoa (2022), Masschelein and Simons (2014; 2021), Hannah Arendt (2021), among others, in a conversation about experience, teachers, unrestricted defense of the school and the love of the world that all this encloses, expressed by a text inspired by Manoel de Barros (2010), thus this, it is possible to exercise the poetic freedom of collective thinking, as it brings writings and images of procedures to think and reframe the educational field, risking a language that allows transgressing habits of thought, sometimes expanding the lucidness of pedagogical possibilities of this research. It remains possible to state that teaching, in this period of time and space, is resistant, and demonstrates the ability to give dynamics and value to its field, whatever the technical or structural situation to which it is submitted. This process of strategic competence is based on a matrix of permanent transformation, in the search for meaning of production of quality school education. We enunciate the importance of existence of a cooperation network that provides conditions for the permanent co-training of teachers and in this same dimension, also produces modes of reception, protection, and quality of life for students who live in this generous and necessary caregiver school for tomorrow.