Abstract

The COVID pandemic constituted a brutal discontinuity that led to the evaporation of the pedagogical universe of the class, of the space-time dimension of educational activity which, until a few months ago, seemed inextricably connected to the co-presence of bodies and from the materiality of the classroom. Referring to a rich corpus of interviews collected among primary and infant schoolteachers located in various municipalities of Sardinia, in the contribution we explore how teachers have been forced to reconfigure the intersubjective relationships, the space and time of their work, within a new material frame (re-materialization). Within this frame, their situated professional identity has been re-negotiated as disembodied, giving rise to forms of learning in which the group of teachers has worked as a real community of practice.