Abstract

SOUZA, Ana Paula Gestoso de  and  REALI, Aline Maria de Medeiros Rodrigues. The constitution of being a teacher: new challenges in face of a pandemic scenario. Acta Educ. [online]. 2023, vol.45, e56231.  Epub Jan 02, 2023. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v45i1.56231.

This paper analyzes the constitution of being a teacher in the context of the Covid-19, aiming to: i. characterize the elements present in the process of reframing the teaching professional identity in the context of a pandemic; ii. identify the challenges experienced in professional practice as a teacher in remote education. This is a descriptive-analytical study of an exploratory nature, related to a more extensive research-intervention, considering the pandemic first year. This article focuses on the experience of eight experienced teachers in remote teaching who acted as mentors in the research-intervention. The data comprised written narratives recorded in reflective diaries, virtual activities, and reports by WhatsApp. As a complement, we will consider the deposits of experienced professors registered in virtual synchronous online meetings. It was possible to identify/understand: i. signs of anguish and helplessness when facing the professional effects caused by the pandemic, ii. sense of emptying one's professional identity and iii. challenges in designing teaching in remote education. It was observed that in this new scenario caused by the pandemic, teachers are going through processes similar to those of the novices accompanied during mentoring, experiencing tensions such as: fear and uncertainty about the future (including the return of regular classroom activities), anxiety, anguish, feeling of incapacity, doubts about the reorganization of school activities (remotely), difficulties in dialogue with the students’ family members, concerns with the children and their families, lack of information and dialogue in schools and education networks, revolt at government actions, among others. It was also observed that new meanings are being attributed to the process of becoming a teacher. The imbalance in the constitution of professional identity was noticed as one of the first effects of the pandemic. Such an imbalance gave way to the empowerment of the teaching identity itself, also causing an expansion of the repertoire of professional knowledge.

Keywords : teacher training; personal identity; elementary schools.

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