The fluidity of School Space (Home) in times of pandemic in Amazonas

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Abstract

In 2020, the Covid-19 pandemic emerged as an unexpected and impactful event in the environment, resembling those situations described by Tuan as "landscapes of fear." The necessary confinement and social distancing led to an intense use of communication technologies, especially social media, intensifying the fluidity in relationships with social and educational repercussions. In light of this, this research analyzed the perception of teachers and students from Amazonas regarding the social and educational dynamics within the household and school settings. In the methodological approach, of a qualitative nature, documentary research, semi-structured interviews with 30 teachers and 30 third-year high school students, and content analysis were employed. The results indicate that the home took on the configuration of “School(space)Home", becoming a convergence point for demands, where fluidity in relationships became a prominent characteristic of the recent pandemic context, and access to education was temporarily compromised, acquiring new and urgent configurations. In addition to the imminent danger of Covid-19 contagion, other fears and threats emerged diffusely among teachers and students during the pandemic, taking the form of "liquid fear." Upon returning to school, it was observed that the sensation of phobia was directly related to the fear of attending places that could represent a risk of contagion, here referred to as "virulofugare", associated with the sensation or intention of avoiding contaminated environments.