Name: DELUZIA DALEPRANE QUEIROZ PÉRES
Publication date: 18/08/2022
Advisor:
Name |
Role |
|---|---|
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| DANIELLE PIONTKOVSKY | External Examiner * |
| LARISSA FERREIRA RODRIGUES GOMES | Advisor * |
| TÂNIA MARA ZANOTTI GUERRA FRIZZERA DELBONI | Internal Examiner * |
Summary: The present study highlights the curricular inventiveness produced by teachers in 2020 with emergency remote teaching and, in 2021, with hybrid teaching due to the return to face-to-face classes in a context of relay in the Municipality of Vitória/ES. Both strategies were adopted due to the Covid-19 pandemic caused by the Coronavirus and the need for social isolation/distancing. It brings as a problematic field: how does the production of inventive curricula by teachers of two schools of the Municipal Education Network of Vitória / ES during the pandemic in a context of Remote Teaching and Hybrid Teaching, enhance other ways of thinking and doing teacher training? It uses as theoretical support the contributions of studies by Certeau (2014), Deleuze and Guattari (2011), Dias (2008) and Kastrup (2008), among others, because it understands that these authors approach, in their studies, concepts that meet of the intentions proposed in this research. Methodologically, it uses cartography as an intervention research and adopts conversation networks and narrative images in the production of data. It produces a Formative Affection Plan with teaching as one of the educational products developed in the research. It potentiates other ways of thinking and doing teacher training in an inventive perspective that generates constant problematizations. It organizes an e-book with the curricular inventiveness produced by the practitioners as a second educational product. It states that teachers, from their tricks and lines of escape, produce curricular inventiveness in the Virtual Learning Environment (VLE) AprendeVix. It conceives VLEs as territories of multiple inputs and outputs (MOREIRA, 2020), WHERE curricula have taken on new meanings, moving from splicing sequential content to inventive activities. It seeks to problematize the uses of technological equipment in the period of remote and hybrid teaching as technological cultural artifacts (CERTEAU, 2014) evidencing their contributions to the production of inventiveness in VLEs. It shows that, from the Covid-19 pandemic, which forced teachers' thinking to produce inventiveness from tactical movements, teacher training can also be inventive and enable learning in a cyclical movement of problematizations.
