becoming brazilian teacher in pandemic times

childhood & philosophy

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Field Value
 
Title becoming brazilian teacher in pandemic times
devir-professor brasileiro em tempos de pandemia
devenir maestro/a brasileño/a en tiempos de pandemia
 
Creator barbosa, meirilene dos santos araújo
garcia, laís helena
frota, ana maria monte coelho
 
Subject
becoming; teacher; pandemic.
educação; filosofia; formação de professores
devir; professor; pandemia.

devenir; maestro; pandemia
 
Description Para intentar comprender algunas gradaciones del devenir-maestro brasileño en los tiempos de pandemia, ha sido realizado un estudio de naturaleza exploratoria, de carácter bibliográfico, en el cual han sido considerados los desafíos, límites y posibilidades del trabajo docente. Las discusiones teóricas sobre el tema envolvieron un diálogo que ha considerado la Pedagogía, la Filosofía de la Educación y la experiencia de los acontecimientos políticos y sociales en el periodo de pandemia de Covid-19, desde las contribuciones de Caponi (2020), Kohan (2007, 2008, 2010, 2011, 2017), Larrosa (2018), Neuscharank (2020), Vaz (2012), Arroyo (2012) y Abramowicz (2017). Las discusiones nos llevan a creer que: el contexto mundial de pandemia provocado por la Covid-19 ha afectado profundamente la forma de vivir, trabajar y de relacionarse con el otro, especialmente a causa del aislamiento social, pues solicita del maestro brasileño aceptar cambios y el uso de nuevas tecnologías, con la clara defensa de que estas no sustituyen las interacciones presenciales; las dificultades provocadas en el proceso por el fortalecimiento de la lógica neoliberal han propiciado el debate sobre qué escuela tendremos y qué escuela deseamos, qué profesores somos y qué profesor deseamos ser; el mirar para las posibilidades del “devenir-niño”, mientras el deseo por la abertura para lo nuevo puede ser una invitación a pensar en un “devenir-maestro” que permita atravesar por otra lógica, por otra temporalidad más sensible y más estética; el encuentro con los otros, con el arte, con la infancia, con el devenir puede ayudar a pensar, a resistir, a luchar. 
This paper seeks to explore the processes involved in becoming a teacher in this particular historical moment of global pandemic in Brazil. What are the challenges, limitations, possibilities and opportunities that the pandemic presents to the process of teaching work and teacher formation? A review of the literature that included contributions from Caponi (2020), Kohan (2007, 2008, 2010, 2011, 2017), Larrosa (2018), Neuscharank (2020), Vaz (2012), Arroyo (2012) and Abramowicz (2017) suggests a dialogue between pedagogic theory, philosophy of education and the contemporary experience of political and social events in the pandemic period The discussions reviewed explore the profound extent to which Covid-19 has affected our way of living, working and relating to others, and the psychological effects of social isolation. The situation demands from the Brazilian teacher an attitude of openness to change, specifically in the use of new technologies, and the extent to which they are or are not able to replace face-to-face interactions. The situation also challenges us to reconstruct, beyond the logic of neoliberalism, our notions of the type of school we have and type of school we want, the type of teachers we are and the type of teacher we want to be. We conclude that this process of thinking school again depends, if it is to escape neoliberal logic, on the capacity of understanding the vocation of the teacher to be one of “becoming-child” in the sense of experiencing an openness to and a desire for the new. As such, the “becoming-teacher” is one who allows herself to be addressed by another logic, another more sensitive and more aesthetic temporality, and who finds, in encounter with others, with art, with childhood, with becoming itself, the capacity to think, to resist, to fight for the realization of that logic. 
Para tentar compreender algumas nuances do devir-professor brasileiro em tempos de pandemia, foi realizado um estudo de natureza exploratória, de cunho bibliográfico, no qual foram considerados os desafios, limites e as possibilidades do trabalho docente. As discussões teóricas sobre o tema envolveram um diálogo que considerou a Pedagogia, a Filosofia da educação e a experiência dos acontecimentos políticos e sociais no período de pandemia da Covid-19 a partir das contribuições de Caponi (2020), Kohan (2007, 2008, 2010, 2011, 2017), Larrosa (2018), Neuscharank (2020), Vaz (2012), Arroyo (2012) e Abramowicz (2017). As discussões nos levam a crer que: o contexto mundial de pandemia provocado pela Covid-19 afetou profundamente a forma de viver, trabalhar e se relacionar com o outro, especialmente devido ao isolamento social, solicitando do professor brasileiro abertura para mudanças e uso de novas tecnologias, com a clara defesa de que estas não substituem as interações presenciais; as dificuldades provocadas no processo pelo fortalecimento da lógica neoliberal propiciou o debate sobre que escola temos e que escola queremos, que professores somos e que professor queremos ser; o olhar para as possibilidades de “devir-criança” enquanto desejo e abertura para o novo pode ser um convite a pensar em um “devir-professor” que se deixe atravessar por outra lógica, por outra temporalidade mais sensível e mais estética; o encontro com outros, com a arte, com a infância, com o devir pode ajudar a pensar, a resistir, a lutar.
 
Publisher Universidade do Estado do Rio de Janeiro
 
Contributor


 
Date 2021-05-26
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion



 
Format application/pdf
 
Identifier https://www.e-publicacoes.uerj.br/index.php/childhood/article/view/57915
10.12957/childphilo.2021.57915
 
Source childhood & philosophy; Vol 17 (2021); 01 - 18
childhood & philosophy; Vol 17 (2021); 01 - 18
childhood & philosophy; Vol 17 (2021); 01 - 18
1984-5987
 
Language por
 
Relation https://www.e-publicacoes.uerj.br/index.php/childhood/article/view/57915/38005
 
Rights Copyright (c) 2021 childhood & philosophy
 

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