“Pedagogia do vírus”, gênero e trabalho: experiências visibilizadas de professoras de espanhol em tempos de pandemia no sul global.

Abstract

This work is a part of a study carried out between June and July 2020, in which language teachers from various public and private institutions in the country voluntarily responded to a form prepared in order to understand how social distancing caused by the COVID-19 pandemic affected their teaching practices, their subjectivities, and interpersonal and personal relationships. The form comprised three sessions aimed at defining and generating data regarding the following aspects: 1) profile of the participants; 2) dimension of teaching and language practices and 3) dimension of participants' experiences and perceptions. Thus, in this study we particularize the experiences (BONDÍA LARROSA, 2002, 2011; MICOLLI, 2010; 2012) of Spanish teachers, considering the relevance of demarcating a universe of female professionals, given their idiosyncrasies and singularities, often invisible due to a standard of education that imposes itself as globally accepted and acceptable, disregarding the localism of practices, knowledge, and subjects, thereby reinforcing situations of coloniality (GROSFOGUEL, 2006; GÓMEZ-QUINTERO, 2010; QUIJANO, 2010) in the South Global (BALLESTRIN, 2020; DIRLIK, 2007; GROVOGUI, 2011; SANTOS, 2020) and we present some of our findings concerning this focus group.