The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic

Detalhes bibliográficos
Autor(a) principal: Silva, Marli de Lourdes Sousa
Data de Publicação: 2022
Outros Autores: Carvalhêdo, Josania Lima Portela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/26781
Resumo: This article aimed to investigate the contributions of continuing education to the pedagogical practice of literacy teachers in remote teaching situations, in the time of the Covid-19 pandemic, in the municipality of Altos-PI. The article is configured in a qualitative approach within the (auto)biographical narrative, produced from the experience of continuing education of three literacy teachers, who worked in classes of the 2nd year of the literacy cycle in the municipality of Altos-PI, which participated throughout 2020 in the online continuing training processes by Google Meet promoted by the Municipal Secretary of Education - SEMED. The methodological device used to produce the narratives was the training memorial. The study shows as a result that continuing education made possible important reflective moments, given the need to think about teaching literacy practices that could reach students in the literacy cycle in remote teaching. It also showed that other knowledge was mobilized, based on experiences, providing different forms of literacy practices, different from those traditionally used before the pandemic. It can be seen from the narratives that the teachers' inventiveness was generated due to their sensitivity, creativity and imagination in the face of challenges, leading us to understand that continuing education contributes to these innovative processes.
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spelling The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemicLas contribuciones de la capacitación continua para la práctica pedagógica de los maestros de alfabetización en el tiempo de pandemia COVID-19Os contributos da formação continuada para prática pedagógica de professores alfabetizadores em tempo de pandemia da COVID-19Entrenamiento continuoPráctica pedagógicaProfesores de alfabetizaciónPandemia COVID-19.Formação continuadaPrática pedagógicaProfessores alfabetizadoresPandemia COVID-19.Continuing educationPedagogical practiceLiteracy teachersCOVID-19 pandemic.This article aimed to investigate the contributions of continuing education to the pedagogical practice of literacy teachers in remote teaching situations, in the time of the Covid-19 pandemic, in the municipality of Altos-PI. The article is configured in a qualitative approach within the (auto)biographical narrative, produced from the experience of continuing education of three literacy teachers, who worked in classes of the 2nd year of the literacy cycle in the municipality of Altos-PI, which participated throughout 2020 in the online continuing training processes by Google Meet promoted by the Municipal Secretary of Education - SEMED. The methodological device used to produce the narratives was the training memorial. The study shows as a result that continuing education made possible important reflective moments, given the need to think about teaching literacy practices that could reach students in the literacy cycle in remote teaching. It also showed that other knowledge was mobilized, based on experiences, providing different forms of literacy practices, different from those traditionally used before the pandemic. It can be seen from the narratives that the teachers' inventiveness was generated due to their sensitivity, creativity and imagination in the face of challenges, leading us to understand that continuing education contributes to these innovative processes.Con este artículo destinado a investigar las contribuciones de la capacitación continua para la práctica pedagógica de los maestros de alfabetización en una enseñanza remota, en el momento de la pandemia COVID-19, en el municipio de Altos-PI. El artículo se establece en un enfoque cualitativo bajo la narrativa biográfica (auto) producida a partir de la experiencia de la capacitación continua de tres maestros de alfabetización, que trabajaron en clase del segundo año del ciclo de alfabetización en el municipio de Altos-Pi, que participó. A lo largo del año 2020 de los continuos procesos de capacitación en línea por la reunión de Google promovida por la Secretaría de Educación Municipal, semed. El dispositivo metodológico utilizado para la producción de narraciones fue el memorial de entrenamiento. El estudio se evidencia como resultado de que la educación continua permitió importantes momentos reflejos, enfrentó la necesidad de pensar en las prácticas pedagógicas alfabetizantes que podrían llegar a los estudiantes en el ciclo de alfabetización en la educación remota. También evidenció que se movilizaron otros conocimientos, a partir de las experiencias, proporcionando diversas formas de prácticas de alfabetización, diferentes de la utilización tradicional antes de la pandemia. Es percibida por las narrativas que las inventivas de los maestros se hicieron un gesto debido a su sensibilidad, creatividad e imaginación ante los desafíos, lo que llevó a comprender que la capacitación continua contribuye a estos procesos innovadores.Com o presente artigo objetivou-se investigar quais os contributos da formação continuada para a prática pedagógica de professores alfabetizadores em situação de ensino remoto, em tempo de pandemia da COVID-19, no município de Altos-PI. O artigo configura-se em uma abordagem qualitativa no âmbito da narrativa (auto)biográfica, produzidos a partir da experiência de formação continuada de três professoras alfabetizadoras, que trabalhavam em turmas do 2º ano do ciclo de alfabetização no município de Altos-PI, que participaram ao longo do ano de 2020 dos processos de formação continuada online pelo Google Meet promovidos pela Secretaria Municipal de Educação - SEMED. O dispositivo metodológico usado para produção das narrativas foi o memorial de formação. O estudo evidencia como resultado que a formação continuada possibilitou momentos reflexivos importantes, diante da necessidade de pensar práticas pedagógicas alfabetizadoras que pudessem alcançar os alunos no ciclo de alfabetização no ensino remoto. Evidenciou ainda, que foram mobilizados outros saberes, a partir das vivências, proporcionando formas diversas de práticas alfabetizadoras, diferentes das tradicionalmente utilizadas antes da pandemia. Percebe-se pelas narrativas que as inventividades das professoras foram gestadas em razão da sua sensibilidade, criatividade e imaginação diante dos desafios, levando a compreendermos que a formação continuada contribui para esses processos inovadores.Research, Society and Development2022-03-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2678110.33448/rsd-v11i4.26781Research, Society and Development; Vol. 11 No. 4; e2711426781Research, Society and Development; Vol. 11 Núm. 4; e2711426781Research, Society and Development; v. 11 n. 4; e27114267812525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/26781/23634Copyright (c) 2022 Marli de Lourdes Sousa Silva; Josania Lima Portela Carvalhêdohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Marli de Lourdes Sousa Carvalhêdo, Josania Lima Portela 2022-03-27T17:17:09Zoai:ojs.pkp.sfu.ca:article/26781Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:44.254013Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
Las contribuciones de la capacitación continua para la práctica pedagógica de los maestros de alfabetización en el tiempo de pandemia COVID-19
Os contributos da formação continuada para prática pedagógica de professores alfabetizadores em tempo de pandemia da COVID-19
title The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
spellingShingle The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
Silva, Marli de Lourdes Sousa
Entrenamiento continuo
Práctica pedagógica
Profesores de alfabetización
Pandemia COVID-19.
Formação continuada
Prática pedagógica
Professores alfabetizadores
Pandemia COVID-19.
Continuing education
Pedagogical practice
Literacy teachers
COVID-19 pandemic.
title_short The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
title_full The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
title_fullStr The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
title_full_unstemmed The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
title_sort The contributions of continuing education to the pedagogical practice of literacy teachers in the time of the COVID-19 pandemic
author Silva, Marli de Lourdes Sousa
author_facet Silva, Marli de Lourdes Sousa
Carvalhêdo, Josania Lima Portela
author_role author
author2 Carvalhêdo, Josania Lima Portela
author2_role author
dc.contributor.author.fl_str_mv Silva, Marli de Lourdes Sousa
Carvalhêdo, Josania Lima Portela
dc.subject.por.fl_str_mv Entrenamiento continuo
Práctica pedagógica
Profesores de alfabetización
Pandemia COVID-19.
Formação continuada
Prática pedagógica
Professores alfabetizadores
Pandemia COVID-19.
Continuing education
Pedagogical practice
Literacy teachers
COVID-19 pandemic.
topic Entrenamiento continuo
Práctica pedagógica
Profesores de alfabetización
Pandemia COVID-19.
Formação continuada
Prática pedagógica
Professores alfabetizadores
Pandemia COVID-19.
Continuing education
Pedagogical practice
Literacy teachers
COVID-19 pandemic.
description This article aimed to investigate the contributions of continuing education to the pedagogical practice of literacy teachers in remote teaching situations, in the time of the Covid-19 pandemic, in the municipality of Altos-PI. The article is configured in a qualitative approach within the (auto)biographical narrative, produced from the experience of continuing education of three literacy teachers, who worked in classes of the 2nd year of the literacy cycle in the municipality of Altos-PI, which participated throughout 2020 in the online continuing training processes by Google Meet promoted by the Municipal Secretary of Education - SEMED. The methodological device used to produce the narratives was the training memorial. The study shows as a result that continuing education made possible important reflective moments, given the need to think about teaching literacy practices that could reach students in the literacy cycle in remote teaching. It also showed that other knowledge was mobilized, based on experiences, providing different forms of literacy practices, different from those traditionally used before the pandemic. It can be seen from the narratives that the teachers' inventiveness was generated due to their sensitivity, creativity and imagination in the face of challenges, leading us to understand that continuing education contributes to these innovative processes.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26781
10.33448/rsd-v11i4.26781
url https://rsdjournal.org/index.php/rsd/article/view/26781
identifier_str_mv 10.33448/rsd-v11i4.26781
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26781/23634
dc.rights.driver.fl_str_mv Copyright (c) 2022 Marli de Lourdes Sousa Silva; Josania Lima Portela Carvalhêdo
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Marli de Lourdes Sousa Silva; Josania Lima Portela Carvalhêdo
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 4; e2711426781
Research, Society and Development; Vol. 11 Núm. 4; e2711426781
Research, Society and Development; v. 11 n. 4; e2711426781
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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