Modelos pedagógicos no pós-pandemia: o ensino nos anos iniciais do ensino fundamental

Abstract

This article presents findings from a study on the pedagogical decisions of elementary school teachers at two municipal schools in São Paulo in the post-Covid-19 pandemic context. Drawing on Bernstein’s theoretical framework, the research involved classroom observations and interviews with two 5th-grade teachers. The analysis identified distinct models for organizing pedagogical work and addressing the demands of educational policy. The results indicate that the teachers' choices for dealing with the challenges of students' schooling vary according to their conceptions of teaching and the specific school context, with direct implications for students' learning conditions. Based on this characterization, the article discusses strategies to support educators in making decisions that foster learning for all students.