Between educational precariousness and teaching reinventions: the pandemic (ex)posed the clean face of public education

Abstract

This article analyzes the teaching profession, taking as its locus a Public Basic Education School, during the Covid-19 Pandemic period, from an empirical corpus consisting of a set of narratives of experiences of eight teachers of the early years of Elementary School. An exploratory intercession for the multiplicity of teaching in the face-to-face mode, on the school floor, sometimes of its immateriality, in the remote mode. The objective of this analysis is to understand to what extent this change in everyday life affected the teaching singularity, in order to allow the expansion of an exercise of understanding about teaching, inspired by a cartographic thought, which accompanies the course of this writing and moves like a dance with Tango steps. The problematization was developed from a conversation about experience, teachers, unrestricted defense of the school, and the love for the world that all this contains. It brings writings of procedures to think and resignify the territory of the
educational field. It remains possible to affirm that the teaching in question, in this cut of time and space, becomes resistant and demonstrates the ability to give dynamics and appreciation to its profession, whatever the technical or structural situation to which it is submitted. We enunciate the importance of the existence of a cooperation network that provides conditions of possibility for permanent coformation of teachers.