Care through storytelling: teaching craft in the brazilian basic education during the Covid-19 pandemic

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DOI

https://doi.org/10.25267/Hachetetepe.2022.i25.2201

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No. 25 (2022)
Articles
2201
Published: 23-06-2022
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Abstract

This article presents an excerpt from the research “Narratives of the teaching work during the Covid-19 pandemic: practices of care in education through craft’s memory”, developed with Basic Education teachers in the Brazilian public education system. The experience of teaching work in the context of the Covid-19 pandemic  is analyzed, accessed through narratives of teachers, taking a clinical point of view of work, that is, in the articulation of subjectivity, health and work. The research, understood as intervention-research, uses an online platform where participating teachers submit narratives about teaching work during the pandemic, as well as interact with other narratives. Conversation circles are also held among the research participants through online meeting platforms. We found the teaching craft under shock - in a great effort not to succumb to the challenges posed by the pandemic in the Brazilian reality - and a classroom in a movement of reterritorialization from the technological encounters that confinement demanded. The narrative production process is a tool for weaving a collective dimension of narrativity, thus composing a care strategy for the teaching craft, as well as for the people who exercise it.

Keywords

Pandemic Google Schoolar
Teaching Craft Google Schoolar
Narratives Google Schoolar
Care Google Schoolar

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Supporting Agencies  

The research which is the subject of this text is financed by the National Council for Scientific and Technological Development (CNPq), an entity linked to the Ministry of Science, Technology and Innovations to encourage research in Brazil. CAPES - Coordination for the Improvement of Higher Education Personnel, the Federal University of Rio Grande do Sul and the Federal Institute of Rio Grande do Sul finance the studies of three of the authors of this article.

How to Cite

Amador, F. S., Prediger, J., Fernandes, D. R., & Santos, A. T. R. (2022). Care through storytelling: teaching craft in the brazilian basic education during the Covid-19 pandemic. Hachetetepé. Scientific Journal of Education and Communication, (25), 2201. https://doi.org/10.25267/Hachetetepe.2022.i25.2201

Author Biographies

Fernanda Spanier Amador, Universidade Federal do Rio Grande do Sul

Bachelor in Psychology (UCPel), Specialization in Collective Mental Health (Ulbra), Master in Social and Personality Psychology (PUCRS) and PhD in Information Technology in Education (UFRGS), developing research in Digital Interfaces in Education, Art, Language and Cognition. Sandwich Doctorate at Conservatoire National des Arts et Métiers (CNAM/Paris). Post-Doctorate in Education (UFRGS). Coordinator of the GT Políticas da Subjetividade, linked to the National Association for Research and Post-Graduation in Psychology (2020-2022). Currently she is an Associate Professor at the Department of Social and Institutional Psychology of the Institute of Psychology of the Federal University of Rio Grande do Sul (UFRGS), also working, as a teacher and researcher, at the Graduate Program in Social and Institutional Psychology (PPGPSI/UFRGS). Coordinator of PPGPSI/UFRGS (2017-2019) and of n-pista(s) - Núcleo de Pesquisas Instituições, Subjetivação e Trabalho em Análise (s) - registered in CNPQ - https://www.ufrgs.br/n-pistas/

Juliana Prediger, Universidade Federal do Rio Grande do Sul

Has a degree in Psychology from the Federal University of Santa Maria (2007), Specialist in School/Educational Psychology, Regional Council of Psychology - 7th region (2014), Master in Social and Institutional Psychology (UFRGS) and doctoral student in the Graduate Program in Social and Institutional Psychology at the Federal University of Rio Grande do Sul. She is Psychologist in the Federal Institute of Rio Grande do Sul - Campus Porto Alegre. She works on the interfaces of Psychology with Education and Psychology and Work.

Daniel Rodrigues Fernandes, Universidade Federal do Rio Grande do Sul

She has a degree in Psychology from the Federal University of Rio Grande do Sul (2013) and a master's degree in Social and Institutional Psychology from the Federal University of Rio Grande do Sul (2017). She is currently in the process of pursuing her PhD by the same programme as her master's degree. Her areas of study and interest include: institutional analysis, public policies, technological modulations and processes of subjectivation.

Aline Talita Rosa Santos, Universidade Federal do Rio Grande do Sul

Undergraduate in Psychology - Night course at the Federal University of Rio Grande do Sul (UFRGS). She was a voluntary scientific initiation scholar in the research project "Transition to adoptive parenthood: research and intervention" of the Center for Research and Intervention in Families with Infants and Children (NUFABE) of the Department of Developmental and Personality Psychology of the Institute of Psychology of UFRGS, and acted, from 2019 to 2020 as a PROBIC FAPERGS scientific initiation scholar. Currently a scientific initiation fellow at N-pistas, Núcleo de Pesquisas Instituições, Subjetivação e Trabalho em Análise(s) .

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Copyright (c) 2022 Fernanda Spanier Amador, Juliana Prediger, Daniel Rodrigues Fernandes, Aline Talita Rosa Santos

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