TEACHING IN TIMES OF CHAOS: EFFECTS OF THE PANDEMIC ON PEDAGOGICAL PRACTICES

EFEITOS DA PANDEMIA NAS PRÁTICAS PEDAGÓGICAS

Abstract

This article presents a research development that aims to understand the pedagogical methods and approaches taken by teachers working within the elementary and higher education levels. The study is based on a reflection of teacher’s performance during the pandemic context, between the years 2020 and 2022, when the Emergency Remote Teaching (ERT) has been implemented. In this context, the following question arises: How has the pandemic affected teaching practice? Our theoretical framework relies on studies from Deleuze (1987), Deleuze and Guattari (1995; 2010), and Corazza (2013). We will explore the pedagogical possibilities carried out amongst the ERT and consider its impacts on the academic environment. As a methodology in the first phase, we have utilised a bibliographic review at national level, which has been conducted in four databases (Google Scholar, Scielo, Capes Portal, and Academia.edu). Through predefined criteria of exclusion and inclusion, 21 articles reporting the performance of teachers throughout the ERT were examined, highlighting the results in elementary and higher education. In the second phase, we performed an extension event which has provided a space for four teachers to report their experiences. This approach has allowed us to observe a panorama of the pedagogical practices created during the ERT in a local context, whilst analysying it in conjunction with the findings from the bibliographic review. As a result, this research proposes a reflection on the reaffirmation of the teacher’s position through acts of resistance that involves its actions, aiming its continuity through the cartographic mapping of the inventive teaching processes.