THE POST-PADEMIC ERA: EMERGING FORMS OF TEACHING WORK ORGANIZATION

Abstract

This study analyzes perceptions of teaching work in the return to in-person education within the post-pandemic context (2023). The research focuses on the organization of pedagogical work and student learning, considering social aspects and factors that interfere with professional well-being (Souza, 2021; Soares, 2020). As a methodological approach, individual narrative interviews were conducted, grounded in Schütz’s phenomenology (1983), involving five primary school teachers from the municipal education system of Santana do Livramento, Rio Grande do Sul. The results indicate that the experiences of this period deeply marked the subjects' trajectories; however, the changes evidenced an increase in feelings of precariousness and an intensification of the work performed (Santos, 2020). From this perspective of resuming in-person activities, teachers underwent significant transformations that demonstrate the relevance of their practices during remote teaching for the construction of new knowledge—not only for students but for themselves as educational professionals. In conclusion, the study highlights the strategies adopted by teachers to mitigate deficits resulting from social isolation, emphasizing the precarious conditions of access and the reconfiguration of the social dimension of relationships in the post-pandemic era.