CHALLENGES IN BEING AND TEACHING POST-PANDEMIC:

REFLECTIONS OF PORTUGUESE AND BRAZILIAN TEACHERS

Abstract

The Covid-19 pandemic has transformed the educational scenarios. There was a need to rethink new ways of being and doing teaching, which went through the pedagogical mediation of digital technologies, adoption of new teaching strategies and methodologies, and curriculum management. In this sense, it is important for us to know and understand the challenges faced by Portuguese and Brazilian teachers in being and doing teaching during the emergency remote teaching, through their narratives. It involved a larger universe, however, we will consider for this article only the narratives of 4 teachers of Basic Education (Portugal)/Fundamental Education (Brazil), 2 from Portugal and 2 from Brazil, from a larger universe of narratives collected for another wider research, those which best expressed the categories proposed for the research here treated, and by the textual limit of an article. The qualitative methodology was used and data were collected through narrative reflective interviews (Schütze, 1983, 1987), whose analysis is associated with this specific type of interview. The results highlight challenges and emerging needs of the teaching and learning process pointed out in the pandemic period, but also emerging for the post-pandemic (a) creation of new curricular policies that meet the construction of web curricula and hybrid teaching post COVID 19; (b) construction of initial and continued teacher training (capacity building) plans, namely for the pedagogical use of ICT and socio emotional intelligence; (c) promotion of family and school partnership, in the search for the involvement of families in the student's teaching and learning process; and (d) development of students' protagonism in the organization of their own learning environment that meet the demands of the 21st century.