The didactic as a place of possible futures: from remote education to the post-pandemic

• Autor(a) principal: Severo, Jose Leonardo Rolim de Lima
• Data de Publicação: 2022
• Outros Autores: Teixeira, Cristina Maria D'Ávila, Mascarenhas, Aline Daiane Nunes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/30185
• topic: Didática; Ensino Remoto Emergencial; Licenciatura; Formação docente; Didactica; Enseñanza Remota; Formación del Profesorado; Maestro; Didactic; Remote Teaching; Teacher Trainning; Teacher

As an investigative field of mediations that make teaching a formative practice situated in historical and social contexts, the Didactic operates a provocative invitation to systematize reflections around Emergency Remote Teaching (ERT) in the period of the SARS-CoV-19 pandemic. In this direction, the objective of this article is, particularly, to reflect on the teaching of Didactic in the context of post-pandemic transition based on research carried out on the learning experience of students of this discipline during the ERT. The research took a quantitative-qualitative approach and used an online questionnaire to collect information from 101 undergraduate students at public universities located in the northest zone of Brazil. Data related to the interaction and mediation processes of emergency remote teaching of Didactics indicate that, according to the students, the teachers found it difficult to mobilize the use of information technologies, but also made efforts and dedication in the context of ERT. It was identified that, even connected by different platforms, students recognize the gaps in interpersonal relationships with their peers and teachers. On the other hand, information on teaching methodologies used by teachers denote that the course was conducted through a collaborative process. In the post-pandemic transition, it seems essential to recover these experiences to prospect ways that reinforce the importance of interpersonal relationships in the construction of knowledge, the active and intentional mediation of the teacher with the use of technologies, without being suppressed by them, and the recognition of learning as a process on which complex psychosocial determinants affect, which must be considered in the contextualized planning of teaching.