Resumen

OLIVEIRA SOUZA, Letícia  y  CRUZ, Giseli Barreto da. Narratives of beginner pedagogues: teaching in the early years of elementary school in times of the COVID-19 pandemic. Educ. Puc. [online]. 2024, vol.29, e2413013. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29a2024e13013.

This work is inscribed around the narratives of beginning pedagogues who, when teaching different subjects in the early years of elementary school, felt the difficulties of experiencing the professional insertion of teachers in times of pandemic and teaching in a context of social distancing and isolation. The objective of the text is to discuss how beginning teachers, Bachelor of Education and in a situation of professional insertion in classes of the initial years of elementary school, were affected by social isolation and teacher loneliness in a pandemic resulting from COVID-19. The use of digital tools made it possible to conduct interviews with seven teachers with a degree in pedagogy who worked in the early years of elementary school, lived through the period of teacher insertion in different states of Brazil and who participated in an interinstitutional research-training. Theoretically and methodologically, it was guided by narrative research, based on Galvão and Clandinin and Connelly. The narratives were put in theoretical dialogue with Cruz, Farias and Hobold and Cochran-Smith, with regard to the specificities of the professional insertion of teachers. The narratives indicate that the pandemic required different ways of relating to/from teaching, with children and with family members. The feeling of anguish and distress directly affects teachers. In addition, they present a great challenge in the search for virtual pedagogical strategies with students and families. It is concluded that there is a need for policies, programs and projects to support and monitor beginning teachers in different educational contexts.

Palabras clave : Narrative research; Insertion of teachers; Pandemic; Beginner pedagogues.

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