The need to reformulate teaching practices in the face of the methodological change related to COVID-19 forced educational researchers to shift the primary field of their research -the school and its actors -to a field still unknown to most, the virtual ground. The importance of listening to the subjects involved in the processes of learning of the teaching profession, with all the artefacts related to it -students, school space, principals, peers, families, and communities -forced the paradigm shift. Due to the pandemic, the ethnographic studies in education, rich in their interaction with the subjects, due to the pandemic, placed the researcher (participant observer) and the participant (subject involved and able to redirect the investigation) in a hybrid relationship in which physical presence began to be mediated and conditioned by the rules of the Ministries of Health of each country involved in the research. The physical presence of the researcher with the subjects, allows an understanding of their position in the space (classroom choreography) and their interaction/performance concerning the other (teacher, student, family, managers, community). This dynamic was altered by the impossibility of being present and by introducing the third interlocutor -a webcam used for online communications. Facing this challenge and bearing in mind the need to maintain the researcher's relationship with the participants of the study, we share the research narrative provided so far. The aim of this paper is to observe/ understand the influence of the pandemic on teaching practices, using different lenses to explore the hybrid interconnections. There were used microethnographic strategies in order to find out the opinions of the subjects involved in the research.

<p>Rozumienie tego, że rozwój dziecka to sieć interakcji między rodziną, rówieśnikami, opiekunami i społeczeństwem, skłania do spojrzenia na nie poprzez pryzmat soczewek o różnych perspektywach. Takie podejście implikuje wybór zarówno instrumentów, które są wykorzystywane do obserwacji czy interwencji, jak i sposobu interpretacji zachowań dziecka, które nie wpisując się w ścieżkę rozwojową uznawaną za typową, nie traci cech bycia aktorem działającym w oparciu o własną wolę, ale i organizatorem własnych działań bazującym na zmianach i ich dynamice. Opierając się na teorii rozwoju ekologicznego, przeprowadzono badania, aby zrozumieć perspektywy różnych podmiotów (ekspertów, specjalistów, rodziców) w zakresie interwencji edukacyjnej związanej z określonymi programami dla uczniów ze spektrum autyzmu. Korzystając z jakościowej metodologii studium przypadku, odnotowano różne opinie, które pojawiły się w narracjach dzieci z zaburzeniami ze spektrum autyzmu.</p>

Zastosowanie metod terapii tańcem/ruchem u dzieci z zaburzeniami ze spektrum autyzmu jako czynników ułatwiających kreatywny ruch i komunikację niewerbalną suMMARY In the article there were presented the results of research conducted among the children with autism spectrum disorders (AsD), aged 4-7, in which there were used dance/movement therapy methods to promote creative movement and nonverbal communication. The research was based on works by different authors. They focused on the dynamics of development in childhood and dance/movement therapy in articulation with pedagogical methods for pupils with AsD. By observing and recording the sessions, it was possible to identify a qualitative evolution of nonverbal communication and creative movement in the participants. Based on the conducted research it was concluded that further studies using dance/movement therapy should be provided to identify and confirm the expansion and consistency of the evolution of creative movement.

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education involves compromises, as well as balances, and involves pedagogical action by linking the world of doctrines with different realities (individuals, systems, representations). The teacher is not alone. He/she is made up of different layers that intertwine and make him/her a reflective element, fundamental for contemporary societies. When we talk about layers, we want to emphasize the importance of the multiple pedagogical, philosophical, social, historical, and cultural currents that affect teaching as well as social, reflective autonomous individuals, i.e. students. The layers that involve the professionalism of teachers come from different horizons (personal, academic, communities of practice) and have an influence on their actions. In this article there are presented some of the layers that affect the construction of the teaching profession centred on ethics, rigor, tradition and modernity. It is in this constant coming and going between the past and present, pedagogy is created in an increasingly volatile, uncertain, complex, and ambiguous world.