<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000400159</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.70183</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(DES)ENCANTOS DA DOCÊNCIA NA PANDEMIA E A ALEGRIA COMO POTÊNCIA DE VIDA]]></article-title>
<article-title xml:lang="en"><![CDATA[(DIS)ENCHANTMENTS OF TEACHING IN THE PANDEMIC AND JOY AS A POTENCY OF LIFE]]></article-title>
<article-title xml:lang="es"><![CDATA[(DES)ENCANTOS DE LA ENSEÑANZA EN LA PANDEMIA Y LA ALEGRÍA COMO POTENCIA DE VIDA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Rogério Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Marta Corrêa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Simone Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>71</numero>
<fpage>159</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000400159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000400159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000400159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Essa escritura fala sobre os encontros realizados no projeto Acolhe PIBID, que promoveu grupos de atenção psicossocial em Educação e Saúde para professoras e demais trabalhadoras de uma escola estadual da Grande Florianópolis, durante a pandemia da Covid-19. Trata-se de uma experiência produzida com estudantes do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), do Curso de Pedagogia da UFSC, e que buscou atender à demanda de escuta e diálogo sobre as aflições da/na docência durante a pandemia. Foram construídas cinco rodas de conversa pelo Google Meet, com um tempo médio de duração de duas horas, que ocorreram quinzenalmente, no período noturno. Os temas e as rodas privilegiaram a criação de um processo de olhar/sentir/pensar as veias abertas, de falar sobre os matizes da violência no ofício de ser professora, atravessada pelos desafios de uma pandemia, agravada pelo (in)gerenciamento da crise sanitária no Brasil. Com essas mediações e intervenções cumprimos uma função psicossocial de relevo no que diz respeito à necessidade de, simultaneamente, cuidarmos de nós e dos/as outros/as por meio de diferentes modalidades de encontros. Afinal, produzir redes de cuidado e proteção, afirmando a alegria como potência de vida, no sentido de aprender e ensinar formas coletivas de resistir às violências e produzir saúde, é uma das tarefas ético-estético-políticas e pedagógicas da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper talks about the meetings held in the project Acolhe PIBID, which promoted groups of psychosocial care in Education and Health for teachers and other workers of a state school in Greater Florianópolis, during the pandemic of Covid-19. This is an experience produced with students from the Programa Institucional de Bolsas de Iniciação à Docência (PIBID), from the Pedagogy Course at UFSC and that sought to meet the demand of listening and dialogue about the afflictions of/in teaching during the pandemic. Five conversations were built through Google Meet, with an average duration of two hours, which occurred every two weeks, at night. The themes and the conversations privileged the creation of a process of looking/feeling/thinking the open veins, of talking about the nuances of violence in the job of being a teacher, crossed by the challenges of a pandemic, aggravated by the (un)management of the health crisis in Brazil. With these mediations and interventions, we fulfill an important psychosocial function regarding the need to simultaneously care for ourselves and for others through different modalities of encounters. After all, producing networks of care and protection, affirming joy as a potency of life, in the sense of learning and teaching collective ways to resist violence and produce health, is one of the ethicalaesthetic-political and pedagogical tasks of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta escritura habla de los encuentros celebrados en el proyecto Acoge PIBID, que promovió grupos de atención psicosocial en Educación y Salud para maestros/as y otros/as trabajadores/as de una escuela pública de la región de Florianópolis, durante la pandemia de Covid-19. Esta es una experiencia producida con estudiantes del Programa Institucional de Becas de Iniciación a la Docencia (PIBID), del curso de Pedagogía de la UFSC y que buscó responder a la demanda de escucha y diálogo sobre las aflicciones de/en la enseñanza durante la pandemia. Fueran cinco talleres de conversación por el Google Meet, con un tiempo medio de dos horas, que ocurrió de modo quincenal, por la noche. Los temas y los talleres favorecieron la creación de un proceso de mirar/sentir/pensar las venas abiertas, de hablar de los matices de la violencia en la profesión docente, cruzado por los desafíos de una pandemia, agravados por la (in)gestión de la crisis sanitaria en Brasil. Con estas mediaciones e intervenciones cumplimos una función psicosocial relevante con respecto a la necesidad de cuidarnos, simultaneamente, de nosotros y de los demás a través de distintas modalidades de encuentros. Al final, producir redes de cuidado y protección, afirmando la alegría como potencia de vida, en el sentido de aprender y enseñar formas colectivas de resistir a la violência y producir salud, es una de las tareas ético-estético-políticas y pedagógicas de la educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[saúde docente]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[proteção à]]></kwd>
<kwd lng="pt"><![CDATA[vida]]></kwd>
<kwd lng="pt"><![CDATA[alegria]]></kwd>
<kwd lng="en"><![CDATA[teaching health]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[life protection]]></kwd>
<kwd lng="en"><![CDATA[joy]]></kwd>
<kwd lng="es"><![CDATA[salud docente]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[protección de la vida]]></kwd>
<kwd lng="es"><![CDATA[alegría]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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