Narrativas docentes sobre a pandemia da COVID-19 e a cultura digital na educação : um olhar para as experiências no Ensino Médio em escolas públicas de Mato Grosso

Abstract

The pandemic of the new Coronavirus (SARS-CoV-2) began in 2019, in China, unfolding globally in a short period and reaching Brazil in early 2020. In this conjuncture of global crisis in public health, the educational units, at first, had to adapt to a form of work conditioning social distancing, that is, a work shaped mostly by the asynchronous format. In Brazil, one of the first governmental measures presented to face the pandemic in the scope of formal education was the interruption of face-to-face classes in public and private spaces, for all levels of education. Many teachers, unaccustomed to remote teaching, started to adapt to the extreme changes, that is, to the discomfort of having to teach remotely, and striving to continue exercising their professionalism. Social isolation has then become synonymous with digital articulations that also shape teacher existences between electronic terminals. In view of this situation, we aimed to investigate and discuss the cultural practices of high school teachers from public schools in Cuiabá in the use of teaching/learning technologies during the remote teaching occasioned by the pandemic, focusing on the main difficulties faced and the strategies used to perform this work. In this work, these experiences are clarified as events that mobilize existence and form meaning and, therefore, the resonance of the teaching experience and the storytelling as a way to think about the expression of life motivated the choice of narrative as an adequate methodological tool to understand the world and the experience of the pandemic moments that teachers are experiencing. From interviews, recordings, and transcriptions, these explanations became opportunities to perceive and feel the difficulties they faced, as well as strategies used to minimize them and ensure the teaching process. The narratives point to the difficulties perceived by the education professionals in the possibility of overcoming the adversities of the pandemic and, thus, offer a quality education. Challenges that went beyond the pedagogical-structural dimensions of the school units, such as the teachers' inability to use technological tools, the lack of didactic materials adapted to the reality of virtual teaching, the students' inability to understand the educational process through these cybernetic matrixes, and the reduced reach of technological infrastructure, such as: access to quality internet and computers. Therefore, we conclude that the idea of a formation that happens in the way the teacher re-signifies his teaching experience, based on the reflections that will be made in the scope of his professionalism, makes the experience a central element to understand how he elaborates and articulates his knowledge and his professional life trajectory, including in the pandemic period.