Inventiveness in Basic Education during pandemic times: learning from the virtual (actual) classroom

Abstract

This article aimed at reflecting on the multiple learnings in the classroom space produced through digital technologies. Thus, it is the result of a research-training carried out in a private school, with eight elementary and high school teachers. Due to the pandemic, the face-to-face classes were transferred to online platforms - a virtual environment that replaced, for an indefinite period, face-to-face classes. The methodology used for collecting data was the sensitive and reflective listening to the teachers through the Investigative-Formative Dialogical Circle, which happened in virtual meetings. The results, which were based on the recorded and transcribed content, were analyzed by using the principles of Textual Discursive Analysis. The content of the dialogue raises the questioning and inventiveness of basic education as possibilities for interaction, empathy, valuing effort and teaching knowledge, which are configured as learning in this virtual context.