We are experiencing a polycrisis and one of its faces is the sanitary and planetary crisis of
coronavirus. The uncertainties that have always been present in our lives have never become
stronger than at this time we are living. The pandemic scenario has led to the uncertainties and
indeterminism in our lives, and led to emerge in the educational context the need for a
resignification and transformation in the teaching action, so that pedagogical practices break
with the linearity of classical science, going beyond, weaving conductive threads with the
complexity and multidimensionality that make up the world, life and the human being. This
research, linked to the research group International Network Investigating Creative and
Innovative Schools - Riec Tocantins, in the line of research Curriculum, Teacher Training and
Teaching Knowledge of the Graduate Program in Education - PPGE of the Federal University
of Tocantins - UFT seeks, thus, to answer the following problem-question: How are developed
the pedagogical practices of teachers of the Municipal School Lúcia Sales Pereira Ramos, of
the initial years of elementary school in the context of covid-19 pandemic, caused by the virus
SARS- CoV-2 new corona virus from the perspective of creativity presented by the
questionnaire of Valoration of Degree of Creative Development of Educational Institutions -
Vadecrie? To answer this question, the following general objective was outlined: to analyze the
pedagogical practices developed in the emergency remote teaching carried out with the initial
years of the Municipal School Lúcia Sales Pereira Ramos, to detect signs of creativity according
to the parameters of the International Networks of Creative Schools - RIEC Barcelona and
RIEC Brazil. The research was based on an exploratory case study, supported by the qualitative
approach, in which data collection procedures, observation of classes in remote modality, semi-
structured interviews were conducted with 7 teachers and 4 teachers and 4 teachers. members
of the management team, documentary analysis of the Political Pedagogical Project - PPP and
the lesson plan to meet the demands of emergency remote teaching and application of the
Vadecrie questionnaire. For the research to assume an empirical theoretical character, the data
analysis occurred through observations, analysis of speeches, interconnected, and analysis of
the Vadecrie questionnaire from a qualitative look, which allowed us to point out other
considerations and perceptions about the reality researched and broaden the researcher's view.
The authors used to support this research were: Torre (2005, 2008, 2009), Morin (2003, 2015),
Moraes (1997, 2004, 2008, 2015), Zwierewicz (2009), Suanno J. (2013), Nicolescu (1999). As
a result, it is brought that the teacher's challenge is not in remote teaching itself, but in breaking
with the linearity and fragmentation of knowledge when developing their pedagogical practices
in the remote modality. The data also show that even with the challenges and uncertainties of
the pandemic, it is not preventing creative practices from being stimulated, developed and
experienced, because where there is an environment favorable to tolerance and collectivity,
which values independence and diversity, there is an environment favorable to creativity.
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