Teaching narratives after remote teaching: challenges and resignifications in High School

Abstract

The research investigated, from teaching narratives, the challenges that high school teachers have faced in the post-remote teaching period. The research problem that was designed was, which aspects are highlighted by high school teachers in their narratives about the resumption of face-to-face classes, in post-remote teaching? The general objective sought to understand the teaching narratives about the resumption of face-to-face classes after emergency remote teaching. The methodology used was qualitative in nature, inspired by the narrative research method. The narrative interview constituted the data generation instrument, analyzed through Discursive Textual Analysis (DTA). The theoretical framework was based on studies by Delory-Momberger (2012), Freire (2001), Tardif (2020), Imbernón (2009), Josso (2007), Chizzoti (2003), Galiazzi and Moraes (2014). The study allowed us to conclude that it is necessary to open spaces for teachers (es) to talk about challenges and possibilities that are part of their work.