TEACHING WORK IN COVID-19 TIMES: BETWEEN WRITTEN AND LIVED IN REMOTE TEACHING

The objective of this study is to analyze how basic education teachers in the city of Fortaleza/CE develop their teaching work in times of social distancing, due to Covid-19. Therefore, we opted for a qualitative approach, of an exploratory nature, of case study type, bibliographic and documentary, to analyze the work and teaching knowledge, the conceptions about Covid-19 and the SME/Fortaleza guidelines for remote work due to the consequences of the pandemic. As a strategy to approach the subjects, six teachers from different segments working in public schools in Fortaleza/CE were asked to describe, through the writing of a "Pedagogical Letter', how their work is being developed during this period. The results showed that, even under multiple pressure and challenges, teachers have always been imbued with genuine effort and a sense of superior ethical purpose to deal with the confrontations of remote teaching. In addition, we noticed the discomfort of not being able to equip and empower their students as they deserve, however, amid all the emotional and even physical exhaustion, these teachers do not tire of betting on the development of their students, never leaving aside the reception and affection in their pedagogical actions.

(DE) CONTINUITIES IN THE PRODUCTION OF TEACHING KNOWLEDGE IN TIMES OF SOCIAL ISOLATION

In the investigation, we seek to identify the professional knowledge mobilized by teachers in initial training in the development of the 'Mathematical Education and Pandemia' project. The theoretical model of the specific knowledge of mathematics teachers proposed by Deborah Ball and collaborators indicated the categories of analysis. Documents generated in the elaboration of four pedagogical proposals with activities in which the mathematical concepts are related to the scientific and media production about COVID-19 were examined. As evidenced in the analyzes, the activities flowed with knowledge of mathematics and didactics of mathematics. The ability to analyze and develop exploratory mathematical tasks was developed using Mathematical Modeling and Critical Mathematical Education. In turn, the constitution of knowledge for the use of new technologies in collective works and the establishment of solidary bonds of reflection-action-reflection were fundamental to overcome obstacles that we encountered.