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O presente artigo analisa, a partir das narrativas de professores do ensino basico e secundario, os modos como, nas singularidades das suas praticas curriculares e pedagogicas com os seus alunos, se tem envolvido profissionalmente e vivenciado a escola em tempos de pandemia. Os resultados sugerem que as interacoes e interdependencias das relacoes entre professores, alunos, familias, parecem dar sentido a visoes da escola como organizacao complexa, adaptativa e antecipatoria, em que os processos de inovacao emergem da sua capacidade de auto-organizacao e coevolucao. Das narrativas interpretam-se mudancas nos processos, tempos e espacos de trabalho dos professores, estrategias e praticas escolares com alunos e com familias, confinamento e riscos para os alunos e consciencializacao dos alunos para a importância da escola. School in times of pandemic: teacher narratives This article analyzes, from the narratives of teachers of basic and secondary education, the ways in which, in the singularities of their curricular and pedagogical practices with their students, they have become professionally involved and experienced the school in times of pandemic. The results suggest that the interactions and interdependencies of the relationships between teachers, students, families, seem to make sense of the school's views as a complex, adaptive and anticipatory organization, in which the innovation processes emerge from its capacity for self-organization and coevolution. The narratives interpret changes in the processes, times and spaces of teachers 'work, school strategies and practices with students and families, confinement and risks for students and students' awareness of the importance of school.

A escola em tempos de pandemia: narrativas de professores<br >School in times of pandemic: teacher narratives