Hospitality in the Work Relationships of Education Professionals in Araraquara/São Paulo/Brazil

Objective: This article aims to reveal hospitality in the work relationships of education professionals during the Covid-19 pandemic, highlighting the characteristics of professional activities in the period before the pandemic, the changes and challenges faced during the pandemic, and the return to in-person activities. Theoretical Framework: Law No. 9,394, of 1996, defines education professionals in Brazil and establishes the guidelines that must be followed, especially during the COVID-19 pandemic. Thomas Dye (1984) defines public policies as "what the government chooses to do or not do," which relates to changes in education. The need to create a hospitable school environment is emphasized in the works of Camargo (2004) and Mantoan (2019), highlighting the co-creation of knowledge between students and teachers. However, the pandemic interrupted in-person hospitality, resulting in a transition to remote learning, which posed various challenges for everyone involved. Method: The proposed objectives were achieved through a field study using a data collection instrument called a structured interview guide. The sample consisted of sixteen education professionals from a state fundamental and secondary school located in Araraquara, São Paulo. The research was conducted in four phases: literature review, implementation of structured interviews, transcription of the interviews, and analysis of the responses, following the principles of Content Analysis as outlined by Bardin (1977, 2002). Results and Discussion: The results indicate a significant deprivation of interpersonal encounters in the educational process, with these encounters being replaced by technological tools. Despite the challenges posed by the pandemic, education professionals continued to exercise hospitality—understood as the "art of welcoming"—by adapting their practices in remote learning to minimize economic, social, and cultural differences among students. Implications of the Research: The findings of this research suggest the need for ongoing actions that promote hospitality in educational relationships, even in digital contexts. Schools should consider continuous professional development strategies for educators to develop skills that foster inclusion and empathy in virtual environments. Originality/Value: This study highlights originality by addressing the concept of hospitality in work relationships within education in a pandemic context, a theme that is underexplored in educational literature. The research values the experiences of education professionals and offers relevant contributions to more humane and inclusive pedagogical practices, contributing to the discussion on the role of education in overcoming social, economic, and cultural inequalities.