STAGNATIONS AND OPENINGS IN THE NETWORK: PANDEMIC, REMOTE LEARNING, AND FAMILY

Abstract

This text presents the partial results of the research "Basic Education and Family: reproductions and inventions in the Pedagogical Residency Program" financed by CNPq. It is a research-intervention that aims to analyze the relationships established by the supervising teachers, the preceptor teachers and the students in teacher training in the Pedagogical Residency Program of PUC Minas in agreement with Capes, emphasizing the articulation between them, the school and the families, with the intention of favoring the invention of new forms of expression in these groups. Using research-intervention as methodology, the data were produced in collective interviews with the coordination, with the supervising teachers, preceptor teachers, undergraduate scholarship students, and with the families of basic education students. In dialogue with the ideas of Deleuze and Guattari, we mapped the pandemic-remote-teaching-family articulation as a rhizome, composed of hard lines, which tend to reproduce the neglect of education in our country and the denial of the structural inequality that constitutes our society, in coexistence with flexible lines that bring the importance of teachers and collectives, to tread escape lines, inventive dimensions that point to another family-school relationship, not only permeated by distrust, but by productive connections. We conclude the relevance of the family-school relationship to education.