ABSTRACT
The disputes over the meaning of teaching in a pandemic scenario that made it impossible to carry out school activities in person mobilized the writing of this text which aims to provoke reflections on what is being understood by “teaching” when “remote teaching” is meant as something “inferior” than the face-to-face one. Post-structural contributions support the argument that such disputes articulate realistic conceptions of knowledge and project a generic and idealized idea of totality, of equality, in addition to favoring the production of normative schemes that organize the ways of thinking about schooling. Attempts to control what can be taught/learned, creating constraints for teachers and students to perceive themselves as otherness, themselves as presence. With no intention of offering definitive solutions, the reflections presented are the result from interpretations of teaching and learning processes that stem from post-structural contributions.
KEYWORDS
curriculum; post-structuralism; normative void; teaching