Experiences from the pandemic period in Amazonas: hybrid teaching at Seduc-AM and narratives of the teachers
In the Amazonas state, the hybrid return of school activities, in the second half of 2020, proved difficulties about the curriculum in the face of the pandemic. In this work, we discuss, from the cultural-historical theory, of the epistemology of praxis and of the Bakhtinian dialogy, about this abou...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/55454 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/55454 |
| Access Level: | acceso abierto |
| Palabra clave: | Covid-19 Pandemic Teaching Curriculum Narratives Pandemia de Covid-19 Docencia Currículo Narrativas Docência |
| Sumario: | In the Amazonas state, the hybrid return of school activities, in the second half of 2020, proved difficulties about the curriculum in the face of the pandemic. In this work, we discuss, from the cultural-historical theory, of the epistemology of praxis and of the Bakhtinian dialogy, about this about this moment in the state's public education system. Therefore, we analyze the document “Return to On-site Activities Plan - pedagogical actions of management and health for teaching units COVID-19 post-pandemic” and the narratives of four professors from SEDUC-AM. The research indicated that the curricular actions resulted in a scenario of unsafe return to school activities and with minimal knowledge of teachers about the aforementioned document, explaining that curricular issues should not be thought of outside the historical process as well as the socioeconomic and political realities that permeate them. |
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