Cartagrafias docentes em tempos de pandemia da Covid-19

Abstract

This thesis presents a study on teaching during the COVID-19 pandemic, within the context of basic education in the municipal public school system of Salvador, Bahia. It comprehend that the pandemic scenario created a dramatic context for teaching practice, potentiating movements of updating professors, which refer to the teaching ways of being-thinking-acting made by the teacher that result in training dynamics and production of self-differences in the throughout their professional trajectory. The conceptual-methodological framework was delineated through the expression of cartagraphy, derived from the connection between the epistolary genre and Deleuze-Guattarian-inspired cartography, among other authors. Cartagraphy dynamizes the writing of the thesis, embodying formulations that encompass a plurality of visions and cross different references in reflections and discussions about the pandemic, teaching, teacher training, and professional development. At the same time, it engenders an implicated research perspective that aims to constitute encounters and build in partnership, welcoming and giving visibility to different gestures of writing and narrativity. In this way, the use of letters as a rhizomatic device was triggered, facilitating encounters with collaborating/intervening teachers in the research and the production of maps that traced the founders coordinates of the investigative process. The study points to the emergence of force fields constituted by spatio-temporal flows and dynamics that configured pandemic scenarios and gave rise to a (re)invention in/of teaching. It thus highlights the formative dimension embedded in professional practice, in which differences in oneself, heterogeneous references, and singular and plural teaching expressions are experienced, experimented with, and updated.