Remote teaching and teacher training: questions for pedagogical reorganization in the pandemic

• Autor(a) principal: Unglaub, Tânia Regina da Rocha
• Data de Publicação: 2021
• Outros Autores: Lopes, Betina da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v13i4.26278

This article is part of an ongoing post-doctoral research, which seeks to reflect on the questions raised by teachers and students, in the face of the challenge of remote education, caused by the pandemic of the COVID-19. The locus of this study is the teacher training and pedagogy courses offered by the University of Aveiro (Portugal) and the State University of Santa Catarina - UDESC - (Brazil). However, the present work presents results and partial reflections of the referred investigation based on data collection only from UDESC in relation to the questions raised in the academic environment of the Distance Education Center (CEAD) of this university. Neri and Rodrigues (2014); Lopes (2013); Moreira (2009), among other authors, conceive that the formulation of questions is fundamental for the development and consolidation of critical and reflective thinking. This is a central competence, important for the teacher to deal with unpredictable situations, which is characteristic of the teaching profession. The research approach is qualitative, Case Study type, inspired by the principles of Minayo (2016), Ludke and André(2013). In the analysis, the data were grouped into four categories, according to the principles recommended by Bardin (2011). The questions highlighted the following concerns: ability to connect, psychological conditions, and an adequate environment for the study, generated by the confinement of all family members at home. Based on the questions raised, many problems were detected, and solutions were sought. Therefore, it is concluded that the elaboration of questions contributed to the construction and reconstruction of pedagogical practices.