O PODER DE AGIR DOCENTE: REFLEXOS DA PANDEMIA E NOVOS IMPEDIMENTOS

Abstract

With the need to contain the Covid-19 virus, emergency measures, such as social distancing, were essential, as well as the transition from face-to-face to remote teaching. Remote teaching is recognized as one of the biggest challenges for education during the pandemia. Teachers had to adapt to this class model and deal with impediments that, before, were not common in their daily lives. On the other hand, the return of face-to-face classes after the flexibilization of the pandemic brought new impediments. In this context, this research is based on the Clinic of Activity (CLOT, 2007; 2014;2017), relating concepts of power to act, health, stile, impediments and real work to the teacher’s activity (MEDRADO, 2011). The objective is to analyze the teaching work through the Clinic of Activity in the pandemic and post-pandemic context. A survey of teachers' reports excerpts obtained through articles published on the G1 online platform was carried out, and an analysis of these reports was based on a qualitative-interpretative approach. In this way, it was possible to list varied contexts shared by the teachers, which show how the power to act was present during the pandemic period, reflecting on the ways they transform impediments into new ways of acting. As well as the new impediments faced in the post-pandemic period and how they differ from the previous ones were discussed. So, the teaching work, analyzed from the point of view of the Clinic of Activity, allows investigation of the teaching action in its complexity and the paths taken by teachers to act to develop their work and themselves.