A figura do professor diante de cenários pedagógicos contemporâneos: luta por reconhecimento

Abstract

This research focuses on the figure of the teacher and the pedagogical scenarios in light of the adoption of different ways of maintaining and conducting activities in public schools in the southern region of Brazil in the pandemic and post-pandemic context. The general objective of this work is to understand the constitution and the struggle for teacher recognition in the pedagogical scenarios established in public schools from the context of the pandemic. The main theoretical framework is Axel Honneth's (2009) theory of recognition. This thesis adopts a qualitative approach supported by a dialectical-hermeneutical understanding of the documents and the continued teacher training events implemented in Rio Grande do Sul schools in the aforementioned context of 2020/2021. The work is based on a documentary research, considering as sources the normative documents issued during the pandemic scenario, recordings of the continued teacher training events in the same period, as well as some records of the researcher received or elaborated during her teaching work in Basic Education schools. The central question of this study is: What are the possibilities for validating teacher recognition in pedagogical scenarios that have become more prevalent in public schools since the pandemic? The thesis is grounded on the idea that the teaching experience in these scenarios has caused significant impacts on the figure of the teacher, requiring a reconfiguration of their struggle for recognition. It identifies that, from the adoption of new pedagogical proposals, the overall image (the teacher) was affected, once the parts that constitute the whole were modified corroborating the diagnosis of reification, thus, validating intersubjective recognition.