Aprendizagens docentes na pandemia: um estudo com professores alfabetizadores da rede municipal de Santa Maria, RS

Abstract

This study is part of the research line LP1: Teaching, knowledge, and professional development of the Graduate Program in Education at the Federal University of Santa Maria (UFSM, RS). In March 2020, the planet was hit by the COVID-19 pandemic. This led to significant changes in education in Brazil, which required a closer look at basic education. Therefore, it was decided to research the theme of teacher learning and pedagogical work in the face of emerging contexts and Emergency Remote Teaching (ERT). The objective was to understand the teaching and learning experiences of literacy teachers in this new teaching format and in the face of emerging contexts. The specific objectives were to understand how ERT was organized in the literacy stage, to explore the experiences of teachers in order to recognize how ERT influenced the organization of pedagogical work, and finally, to understand the teachers' ideas about hybrid teaching as a possibility for their work. For this purpose, a qualitative sociocultural research approach was adopted, based on the studies of Bolzan (2009), Freitas (1998), Clandinin and Conelly (2015). Narrative interviews were conducted to listen to and make sense of the experiences of nine teachers from the municipal public education system who worked in the literacy block during the period of ERT. From the narratives of the participants, the centrality of teaching and learning as a category was evidenced, with its dimensions being formative trajectories and pedagogical work, influenced by emerging contexts and ERT, which emerged as transversal axes. The recurring elements found encompassed aspects related to the personal and professional trajectories of the teachers, revealing movements of pedagogical resilience in the face of the need for constant search and overcoming in the development of practices away from the conventional classroom, during the pandemic. Additionally, it was possible to understand how pedagogical work was constructed during ERT, revealing emerging contexts such as lack of access conditions, social vulnerability, necessary family participation, relativization of space, time, and attention conditions for better participation and completion of activities by students, among other elements that influenced the realization of pedagogical work. As a result, the findings revealed that ERT ended up having negative impacts on student learning and literacy processes. Discussions also emerged regarding hybrid teaching, a proposal that proved to be a distant reality in the educational contexts under investigation.