Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context

Detalhes bibliográficos
Autor(a) principal: Pontes, Rosana Aparecida Ferreira
Data de Publicação: 2022
Outros Autores: Gomes, Suzana dos Santos, Leite, Vania Finholdt Angelo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/30146
Resumo: Historically, Didactics has occupied a central role in teacher education. From a humanized perspective, it is an important locus of resistance to the Brazilian legal guidelines for undergraduate courses, which have favored the dichotomy between theory and practice, the fragmentation of knowledge areas, standardization, and control, because of the neotechnic political understanding of the concepts of education, teaching and learning. Amidst this already troubled scenario, Brazilian education has entered a crisis provoked by the SARS-CoV-2 pandemic. Faced with this problem, to understand how students of undergraduate courses perceived and characterized the teaching of Didactics, implemented through Emergency Remote Learning (ERE), this article analyzes the results of a survey conducted in the country, in federal and state public universities, from 2020 to 2021. This is quanti-qualitative research, whose cut presented refers to the southeastern region that involved students from the states of Minas Gerais, São Paulo and Rio de Janeiro, representing 27.8% of the total of 487 participants. The instrument that generated the corpus of the investigation was an online questionnaire, with 46 open and closed questions. The analysis, from a critical-dialectical perspective, based on Pimenta, Libâneo, Marin, Freire, among others. The results showed that, despite all the evils that the pandemic caused, the students recognized the value of pedagogical interaction, mediated by digital technologies, the relevance of the subject, as well as the Didactics teachers as propellants of the teaching-learning process that focuses on critical professional training and citizenship.
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spelling Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic contextLa didáctica en el epicentro de la formación del profesorado: crisis y superación en un contexto pandémicoA didática no epicentro da formação de professores: crise e superação em contexto de pandemiaDidáticaFormação de ProfessoresPandemiaEnsino Remoto EmergencialDidácticaFormación de profesoresPandemiaAprendizaje a Distancia de EmergenciaDidacticsTeacher trainingPandemicEmergency Remote TeachingHistorically, Didactics has occupied a central role in teacher education. From a humanized perspective, it is an important locus of resistance to the Brazilian legal guidelines for undergraduate courses, which have favored the dichotomy between theory and practice, the fragmentation of knowledge areas, standardization, and control, because of the neotechnic political understanding of the concepts of education, teaching and learning. Amidst this already troubled scenario, Brazilian education has entered a crisis provoked by the SARS-CoV-2 pandemic. Faced with this problem, to understand how students of undergraduate courses perceived and characterized the teaching of Didactics, implemented through Emergency Remote Learning (ERE), this article analyzes the results of a survey conducted in the country, in federal and state public universities, from 2020 to 2021. This is quanti-qualitative research, whose cut presented refers to the southeastern region that involved students from the states of Minas Gerais, São Paulo and Rio de Janeiro, representing 27.8% of the total of 487 participants. The instrument that generated the corpus of the investigation was an online questionnaire, with 46 open and closed questions. The analysis, from a critical-dialectical perspective, based on Pimenta, Libâneo, Marin, Freire, among others. The results showed that, despite all the evils that the pandemic caused, the students recognized the value of pedagogical interaction, mediated by digital technologies, the relevance of the subject, as well as the Didactics teachers as propellants of the teaching-learning process that focuses on critical professional training and citizenship.La didáctica, históricamente, ha ocupado un papel central en la formación del profesorado. Desde una perspectiva humanizada, se caracteriza como un importante locus de resistencia a las directrices legales brasileñas para las carreras que han favorecido la dicotomía entre teoría y práctica, la fragmentación de las áreas de conocimiento, la estandarización y el control, como resultado de la comprensión política neotecnicista de los conceptos de educación, enseñanza y aprendizaje. En medio de este escenario ya problemático, la educación brasileña ha entrado en la crisis provocada por la pandemia de SARS-CoV-2. Frente a este contexto, con el fin de comprender cómo los estudiantes de graduación percibieron y caracterizaron la enseñanza de la Didáctica, implementada a través del Aprendizaje a Distancia de Emergencia (ADE), este artículo analiza los resultados de la investigación realizada en el país, en las universidades públicas federales y estatales, en el período de 2020 a 2021. Se trata de una investigación cuanti-cualitativa, cuyo corte presentado se refiere a la región sudeste que involucró a estudiantes de los estados de Minas Gerais, São Paulo y Río de Janeiro, representando el 27,8% del total de 487 participantes. El instrumento que generó el corpus de la investigación fue un cuestionario en línea, con 46 preguntas abiertas y cerradas. El análisis, bajo la perspectiva crítico-dialéctica, se basó en Pimenta, Libâneo, Marin, Freire, entre otros. Los resultados mostraron que, a pesar de todos los males que causó la pandemia, los estudiantes reconocieron el valor de la interacción pedagógica, mediada por las tecnologías digitales, la relevancia de la asignatura, así como a los profesores de Didáctica como propulsores del proceso de enseñanza-aprendizaje que gira en torno a la formación profesional y ciudadana crítica.A Didática, historicamente, tem ocupado um papel central na formação de professores. Em uma perspectiva humanizada, caracteriza-se como um importante lócus de resistência às orientações legais brasileiras para os cursos de licenciatura que têm favorecido a dicotomia teoria e prática, a fragmentação das áreas de conhecimento, a padronização e o controle, como decorrência do entendimento político neotecnicista dos conceitos de educação, ensinar e aprender. Em meio a esse cenário já conturbado, a educação brasileira adentrou a crise provocada pela pandemia do SARS-CoV-2. Frente a tal problemática, no intuito de compreender como os estudantes dos cursos de licenciatura perceberam e caracterizaram o ensino de Didática, implementado por meio do Ensino Remoto Emergencial (ERE), este artigo analisa resultados de pesquisa realizada no país, em universidades públicas federais e estaduais, no período de 2020 a 2021. Trata-se de pesquisa quanti-qualitativa, cujo recorte apresentado refere-se à região sudeste que envolveu estudantes dos estados de Minas Gerais, São Paulo e Rio de Janeiro, representando 27,8% do total de 487 participantes. O instrumento que gerou o corpus da investigação foi um questionário on-line, com 46 questões abertas e fechadas. A análise, sob a perspectiva crítico-dialética, fundamentou-se em Pimenta, Libâneo, Marin, Freire, dentre outros. Os resultados evidenciaram que, apesar de todas as mazelas que a pandemia causou, os estudantes reconheceram o valor da interação pedagógica, mediada pelas tecnologias digitais, a relevância da disciplina, bem como os professores de Didática como propulsores do processo de ensino-aprendizagem que se volta para a formação profissional crítica e cidadã.Universidade do Oeste de Santa Catarina2022-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/3014610.18593/r.v47.30146Roteiro; Vol. 47 (2022): Roteiro; e30146Roteiro; Vol. 47 (2022): Roteiro; e30146Roteiro; Vol. 47 (2022): Roteiro; e30146Roteiro; v. 47 (2022): Roteiro; e30146Roteiro; Vol. 47 (2022): Roteiro; e301462177-60590104-431110.18593/r.v47reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/30146/17552https://periodicos.unoesc.edu.br/roteiro/article/view/30146/17553Copyright (c) 2022 Rosana Aparecida Ferreira Pontes, Suzana dos Santos Gomes, Vania Finholdt Angelo Leitehttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccess Pontes, Rosana Aparecida FerreiraGomes, Suzana dos SantosLeite, Vania Finholdt Angelo2022-08-16T11:30:38Zoai:ojs.periodicos.unoesc.edu.br:article/30146Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T11:30:38Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
La didáctica en el epicentro de la formación del profesorado: crisis y superación en un contexto pandémico
A didática no epicentro da formação de professores: crise e superação em contexto de pandemia
title Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
spellingShingle Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
Pontes, Rosana Aparecida Ferreira
Didática
Formação de Professores
Pandemia
Ensino Remoto Emergencial
Didáctica
Formación de profesores
Pandemia
Aprendizaje a Distancia de Emergencia
Didactics
Teacher training
Pandemic
Emergency Remote Teaching
title_short Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
title_full Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
title_fullStr Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
title_full_unstemmed Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
title_sort Didactics at the ipicenter of teacher education: crisis and overcoming in a pandemic context
author Pontes, Rosana Aparecida Ferreira
author_facet Pontes, Rosana Aparecida Ferreira
Gomes, Suzana dos Santos
Leite, Vania Finholdt Angelo
author_role author
author2 Gomes, Suzana dos Santos
Leite, Vania Finholdt Angelo
author2_role author
author
dc.contributor.author.fl_str_mv Pontes, Rosana Aparecida Ferreira
Gomes, Suzana dos Santos
Leite, Vania Finholdt Angelo
dc.subject.por.fl_str_mv Didática
Formação de Professores
Pandemia
Ensino Remoto Emergencial
Didáctica
Formación de profesores
Pandemia
Aprendizaje a Distancia de Emergencia
Didactics
Teacher training
Pandemic
Emergency Remote Teaching
topic Didática
Formação de Professores
Pandemia
Ensino Remoto Emergencial
Didáctica
Formación de profesores
Pandemia
Aprendizaje a Distancia de Emergencia
Didactics
Teacher training
Pandemic
Emergency Remote Teaching
description Historically, Didactics has occupied a central role in teacher education. From a humanized perspective, it is an important locus of resistance to the Brazilian legal guidelines for undergraduate courses, which have favored the dichotomy between theory and practice, the fragmentation of knowledge areas, standardization, and control, because of the neotechnic political understanding of the concepts of education, teaching and learning. Amidst this already troubled scenario, Brazilian education has entered a crisis provoked by the SARS-CoV-2 pandemic. Faced with this problem, to understand how students of undergraduate courses perceived and characterized the teaching of Didactics, implemented through Emergency Remote Learning (ERE), this article analyzes the results of a survey conducted in the country, in federal and state public universities, from 2020 to 2021. This is quanti-qualitative research, whose cut presented refers to the southeastern region that involved students from the states of Minas Gerais, São Paulo and Rio de Janeiro, representing 27.8% of the total of 487 participants. The instrument that generated the corpus of the investigation was an online questionnaire, with 46 open and closed questions. The analysis, from a critical-dialectical perspective, based on Pimenta, Libâneo, Marin, Freire, among others. The results showed that, despite all the evils that the pandemic caused, the students recognized the value of pedagogical interaction, mediated by digital technologies, the relevance of the subject, as well as the Didactics teachers as propellants of the teaching-learning process that focuses on critical professional training and citizenship.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-28
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://periodicos.unoesc.edu.br/roteiro/article/view/30146
10.18593/r.v47.30146
url https://periodicos.unoesc.edu.br/roteiro/article/view/30146
identifier_str_mv 10.18593/r.v47.30146
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/30146/17552
https://periodicos.unoesc.edu.br/roteiro/article/view/30146/17553
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 47 (2022): Roteiro; e30146
Roteiro; Vol. 47 (2022): Roteiro; e30146
Roteiro; Vol. 47 (2022): Roteiro; e30146
Roteiro; v. 47 (2022): Roteiro; e30146
Roteiro; Vol. 47 (2022): Roteiro; e30146
2177-6059
0104-4311
10.18593/r.v47
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
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