Didactic and teaching in uncertain times: challenges to democratic education and social justice

Abstract

The article aims to analyze teaching situations carried out by beginning teachers in public schools located in conflict areas in the state of Rio de Janeiro, as a means of discussing the challenges of a democratic education committed to social justice, in a time marked by uncertainties. in different spheres of life. It is guided by the following question: What are the essentials of teaching in uncertain times, uncertain contexts of social exclusion and from the perspective of teachers who live the uncertainties of the beginning of the profession? Theoretically, it is based on Santos (2020), Biesta (2013) and Zeichner (2008) to discuss didactics and teaching in “uncertain times” and the insurgency of a democratic education; in André (2018) and Cruz, Farias and Hobold (2020) to situate teachers in professional insertion; and Candau (2009, 2011, 2015, 2020) to defend perspectives in favor of an intercultural didactics. Methodologically, it analyzes testimonies of 6 teachers in a situation of professional insertion in schools in conflict areas, whose findings indicate that despite the circumstance, teachers mobilize professional practices and knowledge in favor of inclusion and diversity, expressed in affective pedagogical relationships and planning with emphasis dialogue and differentiated work. It concludes with the defense of perspectives in favor of an intercultural didactic situated in time and context and committed to democratic education and social justice.