Resumo

MESQUITA, Silvana Soares de Araujo  e  SOUZA, Maria Inês Galvão Flores Marcondes de. Logics of teaching action in times of a pandemic: between pedagogical innovations and maintenance of school format. Rev. Diálogo Educ. [online]. 2022, vol.22, n.73, pp.934-959.  Epub 17-Dez-2022. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.22.073.ao04.

This work aims to identify new and old logics of action that transit through teaching work in times of COVID-19 pandemic, which brings together elements to reflect on pedagogical innovation and school reinvention. We analyzed data from two national quantitative surveys, Fundação Carlos Chagas and Gestrado, and qualitative data produced by twenty-four pedagogy course trainees. They observed the daily lives of nine teachers of early years from four schools. We identified four new logics that have influenced the work of teachers: the curricular logic, the logic of time and space, the teaching-learning logic, and the relational logic. We noticed that, even in face of these new logics, teachers’ pedagogical practices, the school's objectives and the curricula did not change in face of traditional logics of action, since the school dominant form limits the possibilities of reinvention. However, innovative teachers succeed in building other logics of action based on new answers to the questions “Why teach? Who to teach for? What to teach? How to teach?”. It is concluded that the reinvention of the post-pandemic school involves the resilience and innovation of teachers who are capable of denaturalizing curricular, organizational, and didactic logics of action.

Palavras-chave : Logic of action; Teaching work; Covid-19 pandemic; Innovation.

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