Teachers' narratives during the pandemic: modernity/coloniality in feeling
DOI:
https://doi.org/10.26512/lc28202245347Keywords:
Emotions, Teachers, Decoloniality, NarrativesAbstract
There is little reflection on emotions in studies carried out in the areas of education, learning, and teaching (Zembylas, 2006), given that modernity/coloniality denies them as part of knowledge construction. In this text, I highlight the period of school closures due to covid-19. I aim to analyze teachers' narratives about the unfolding of Covid-19, focusing on the emotions described in dialogue with decolonial studies. In this narrative research with a qualitative approach, narratives are analyzed based on connection strategies. Finally, the results indicate relationships between emotions, modern/colonial notions, and effects of the pandemic.
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