Banca de QUALIFICAÇÃO: CARLOS ANDRÉ NUNES LOPES

THE HISTORICAL PROCESSUALITY OF THE PANDEMIC IN BASIC SCHOOL EDUCATION AND THE RECONFIGURATION AND/OR RESTRUCTURING OF TEACHING WORK

Teaching work; Basic Education; Reconfiguration and/or Restructuring; Pandemic; Dialectical Method

The research is linked to the Postgraduate Program in Education at the University of Brasília (UnB), at the doctoral level, in the Research Line: Teaching Profession, Curriculum and Assessment (PDCA). Its genesis emerges as a result of concerns about the conditions of teacher training in the pandemic and post-pandemic period, since Brazilian public education, in the special context of teacher training policy, was already undergoing an intensified process of precariousness and teacher de-intellectualization. The justification for carrying out the research stems from the need to situate teaching work within the Brazilian historical processuality in the context of the pandemic in basic school education and its nuances of reconfiguration since, over the last decades, the asymmetries in teacher training have been raised to an unbearable level of material and psychological corrosion for the subjects who think and do teaching. In fact, this research is part of a research collective linked to the research project: Basic Education Observatory: impacts of the pandemic on the right to education and the reconfiguration of teaching work. The result of a partnership developed over the last ten years between researchers from different institutions (UFPEL/UFMG/UnB), its general object of study is the impacts of the pandemic on the right to education and on the reconfiguration and/or restructuring of teaching work. It is a study that seeksto reveal and has as its object of investigation teaching work with its processes of reconfiguration and/or restructuring within the old-new morphology of the world of work in the basic education modality in Brazil and in the Federal District (DF). The methodology is both quantitative and qualitative in nature, based on bibliographical research, documentary research and also the use of a questionnaire and semi-structured interviews through conversation circles with effective teachers from SEEDF, based on the assumptions of the Historical-Dialectical Materialism method. The general objective of this framework is to examine the processes of change and permanence that reconfigured and/or restructured teaching work in Brazilian Basic Education during and after the Covid-19 pandemic. Focusing on the period of the Covid-19 pandemic (2020) and on the production of articles, dissertations, and official documents of the National Council of Education (CNE) and the Federal District (DF) and the post-pandemic period (2021 and 2022). The specific objectives were constructed as follows: 1) To identify relevant processes and determinations through the State of Knowledge (SC) in teaching work. SC is understood as: “identification, registration, categorization that leads to reflection and synthesis in scientific production” (Morosini; Santos; Bittencourt, 2021, p. 22); 2) To survey official documents that restructure teaching work during the Covid-19 pandemic; 3) Systematize socioeconomic, structural, and educational information according to variables of working time, location of assignment/removal, race/ethnicity, gender, and income, remuneration, career, and salary on teaching work in the Federal District (DF) with a comparison before, during, and after the pandemic; 4) Identify, discuss, and analyze possible effects of/in the organization of pedagogical work adopted during the Covid-19 pandemic and in the post-pandemic period for the materialization of teaching work. We base the investigation on studies developed by the authors Marx (1844), Vygotsky, (1934), Gramsci (..) Saviani (1980); Curado Silva (2014 to 2021); Hipólito (2021), Andrade (...); among others. Based on the initial analyses carried out, based on the organization and categorization of documents guided by categorical analysis of a logical-dialectical materialist nature, the collection of these documents revealed five dialectical axes - open and under construction -, namely:i) Organization of pedagogical work during the pandemic;ii) Expropriation and intensification of teaching work during the pandemic;iii) Suffering/illness of teachers during the pandemic;iv) Precariousness, proletarianization of teaching work;v) Objective-subjective concrete conditions of teaching work The provisional conclusions reveal that teaching work in its form and content is in dispute and transformation and that only scientific analysis will be able to specify its genetic-causal, structural and functional movement and direction in its intrinsic properties in the whole complex of teaching work without denying the methodological-pedagogical crisis to which Brazilian teachers continue to be subjected.