Banca de DEFESA: WELTON DA CONCEIÇÃO LINO

Voices, words, records: narratives, life stories and teachers’ training during the pandemic

Keywords: Registration of practice. by Covid-19. Training of teachers. and memories. stories of life. 

LINO, Welton da Conceição. Voices, words, records: narratives, life stories and teachers’ training during the pandemic, 2023. 106f. Dissertation (Master in Education, Contemporary Contexts and Popular Demands). PPGEduc, Federal Rural University of Rio de Janeiro, Nova Iguaçu, RJ, 2023. The proposal for this research was to analyze the experiences of kindergarten teachers along the Covid 19 Pandemic through life stories. We sought to answer about the role of the record in the face of an atypical scenario, as we were struck by the threat to life, the constant mourning during the pandemic and the continued care of kindergarten children remotely. The registration is part of the teaching assignments, however, we seek to redimensionate this tool as a methodological tool capable of producing memories and knowledge, in such a way as to contribute to the continued training of teachers/teachers of Childhood Education and to the historical record of the moment of the pandemic. We intend, through the analyses of life stories, to highlight the political ethical commitment of the teachers to their work and with the guarantee of the right to education in a challenging time that was that of the Covid 19 pandemic. The theoretical reference of the research is built through the debate on professional identity by Paulo Freire, Sonia Kramer and Lea Tiriba. The empirical field was made up of the records carried out throughout 2021 on and after the pandemic, by seven teachers from the Municipal Creche Prof. Danielle Batista da Silva, located in Itaguaí, Rio de Janeiro state. Methodologically, we chose the theoretical-methodological conception of narratives, as described by Abrahão, because it is a methodology that consists of reporting experienced experiences and being a tool for training and teaching identity construction. The research shares the author’s experiences with the stories of other kindergarten teachers during the pandemic, emphasizing the importance of documenting those times and forming experiments from them. In the context of the pandemic, it describes the fear and concern, as well as the challenges of conducting a master’s research and continuing to work as a kindergarten teacher during distance learning. The text concludes with the reflection on the impact of the pandemic on the life of teachers/teachers of Childhood Education and the need to decipher its consequences and losses.