The classroom in the (Post) pandemic context: resignifying Science content from escrevivências

Abstract

The pandemic context imposed many challenges on Education: access to remote classes, pedagogical strategies involving teachers, students and family and, certainly, the urgency to address contents that problematize the difficulties in facing the pandemic. Based on this, this article proposes to discuss, from a theoretical approach, how social issues aggravated by the arrival of COVID-19, such as access to basic sanitation and water, can be addressed in the Science class from narratives that emerge from the daily lives of the groups most affected by the new coronavirus. We believe, therefore, that it is possible to create a Science Education committed to its social role and engaged in facing the social inequalities aggravated in the pandemic. For this, we started from the intellectual contributions of Paulo Freire, bell hooks, Carolina Maria de Jesus and Conceição Evaristo in order to reflect on the importance of the resignification of the contents of Science Education.