Histórias de ensinar e aprender na EJA em tempos de pandemia

Abstract

My research was based on the theoretical-methodological basis of Clandinin and Connelly’s (2000, 2011) narrative research. I began my thesis with my initial narratives, with an autobiographical nature, from which I gradually understood what my research puzzle was, that is, my questions and lack of knowledge. Thus, I sought out what instigated me, moved me and made me want to understand what it was like to be a Portuguese Language (PL) teacher during the COVID-19 pandemic, thinking about the challenges, my certainties and uncertainties, the fear and the possible discoveries that the narrated experiences could bring. The context of my research was the PL classes of Emergency Remote Education (ERE), during the COVID-19 pandemic, in Youth and Adult Education (EJA), with the Elementary and High School classes of the “Lentes do Conhecimento” School. The research participants were myself, a researcher and Portuguese language teacher, and four EJA students: Ana, Maria, Lúcia, and Regina. We narrated the experiences we had during the Emergency Remote Teaching, which took place between 2020 and 2021, a time when changes in the educational context were imposed by the Tutored Study Plan (PET), decrees, laws, and opinions that marked the way we experienced the contexts: from a face-to-face classroom to online and vice versa. By studying the experience (Clandinin; Connelly, 2011) and thinking about Dewey’s principles of interaction and experiential continuum (1938, 2011), I understood several aspects of practical and professional knowledge that helped me understand my being a teacher in EJA. In addition, I learned that we live a mixed curriculum during remote classes. A curriculum lived in the sum of the curriculum at school and at home (Huber; Murphy; Clandinin, 2012). I also understood that when we tell our experiences, we live many interrupted stories (Murphy, 2004) from before, during and after emergency education. In this way, I discussed the compound meanings (Ely; Vinz; Downing; Anzul, 2001) in the experiences narrated by me and the EJA students. In the end, it was in this telling and retelling that I found, understood and learned that there are many possibilities of constructing and connecting knowledge that can help me construct and deconstruct myself as a teacher and researcher.