(Re)existir nos espaçostempos cotidianos: práticas docentes no contexto da pandemia da covid-19 nos anos finais do Ensino Fundamental em uma escola pública do município de Saquarema

Abstract

This dissertation seeks to interrogate how the curricular production was articulated with the knowledge produced in teaching practices in the context of the work carried out between the years 2020 and 2021 in a school in the municipal education network of Saquarema/RJ. As a general objective, it aims to understand teaching knowledge and curriculum produced in the context of the covid-19 pandemic in such a school, thinking about the processes of everyday existence as acts of resistance, (re)existing (Garcia, 2019) in everyday spacestimes. Specifically, it aims to understand how teachers produced and operated their knowledge with regard to technological artifacts for pedagogical and curricular purposes; discuss the implication of affections in teaching feelingdoingthinking; and highlight both learning and problematizations regarding teaching and curricular knowledge mobilized and produced in the pandemic context. As a theoretical-methodological option and political-epistemological position, this study is part of the research on everyday life (Alves, 2008) linked to the contributions of narrative research (Clandinin; Conelly, 2011), understanding how life stories can be narrated leading to different interpretations of the dimensions that make up teaching practices. It dialogues, among other authors, with the contributions of Spinoza (2009), considering the affects in the production of knowledge, Alves (2008, 2010, 2015), with regard to research into everyday life and teacher training, Certeau (2013 ), regarding the tactics of practitioners, Garcia (2015, 2019), when making considerations regarding the concept of (re)existing and the curriculum as production, and Santos (2019), regarding the incompleteness of knowledge. Thus, the research shows that, despite all the difficulties faced in the pandemic context, teachers managed to carry out their teaching practices using the creativity and tactics possible during that period. It also highlights studies regarding the contribution of multiple educational networks (Alves, 2014) and knowledge from which we learn to perceive and understand the production processes of knowledge and teaching practices mobilized in the daily lives of schools during the pandemic.