Diário de uma autoficção acadêmica na pandemia: notas sobre o ensino remoto emergencial

Abstract

"This research aims to investigate during the pandemic, through an autofictional diary dissertation (HESS, 2009), the transformations in pedagogical practices and teacher-student relationships during the Emergency Remote Teaching (ERT) period. Using (Certeau, 1994) the fabricated narrative (Deleuze, Guattari, 1995), the research is based on the creation of a conceptual character, Maria, who serves as an intermediary between the author and the reader. Maria incorporates biographical and fictional aspects, as well as characteristics of the research interlocutors, grounding herself in the concept of the allegorical 'practitioner-thinker' (Nolasco-Silva, 2019). Thus, I narrate collective, personal, and professional experiences during the ERT, investigating how the pandemic redefined the processes of teaching and learning and impacted academic practices. Anchored in the idea that 'we are our own field of study' (Ferraço, 2021), the research adopts online cartography as a methodology to map the experiences of 'teacher-students' in cyberspace, highlighting the interactions and challenges faced in the context of digital culture. The cartography reveals how education mediated by digital technologies, under the ERT, differs from traditional Distance Education (DE), acting as a temporary adaptation in response to the global crisis. By dialoguing with theorists such as Deleuze and Guattari (1995), Adichie (2009), Nolasco-Silva (2019), Maddalena (2018), Alves (2011), and Larrosa (2019), the research proposes a critical reflection on the new pedagogical practices and transformations in the school routine provoked by the pandemic."