STARTING TEACHING IN THE CONTEXT OF PANDEMIC

CHALLENGES AND POSSIBILITIES

Abstract

With Covid-19, a new way of relating and living in society was established. In Education, classes took on a remote nature, with a routine in a virtual environment, posing a new challenge for the school community. In this analysis, we turn specifically to the reality experienced by teachers from Ceará who are starting to teach. The objective is to understand the challenges and ways of reacting for teachers starting their careers during the pandemic, as well as how these teachers have dealt with the adversities of this scenario. We developed a qualitative research, carried out with the participation of beginning teachers who present, through written narratives, the challenges and experiences during their entry into teaching, amid the pandemic. The studies by Garcia (2010), Stake (2011), Cruz, Hobold and Farias (2020), Contreras (2012), Cardoso and Mendonça (2020), Nono and Mizukami (2002), served as the basis for the analyzes in focus. The results indicate that the challenges experienced at the beginning of teaching were intensified in this context and that teachers seek to overcome them in different ways. It is expected to contribute to reflection on the social relevance of supporting and monitoring these teachers, how to problematize the pandemic context, making the school reality even more complex and challenging.