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Title: Diálogos construídos com professoras alfabetizadoras: quem ensina e quem aprende com o ensino remoto?
Other Titles: Dialogues built with literacy teachers: who teaches and who learns from remote teaching?
Diálogos construidos con alfabetizadores: ¿quién enseña y quiénaprende de la enseñanza a distancia?
Keywords: Formação docente
Professor alfabetizador
Ensino remoto
Teacher training
Literacy teacher
Remote teaching
Issue Date: 2022
Publisher: Universidade Federal de Lavras
Citation: GOULART, I. do C. V.; CABRAL, G. R.; NAVES, L. M. Diálogos construídos com professoras alfabetizadoras: quem ensina e quem aprende com o ensino remoto? Devir Educação, Lavras, v. 6, n. 1, 2022.
Abstract: In view of the recommendations of isolation and social distancing, the establishment of emergency remote education was the strategy used by educational institutions to minimize the gaps left in the education of children in the years 2020 and 2021, in Brazil. Thus, with the proposition of pedagogical actions to be carried out at home, distant from school, public schools are facing the challenge of ensuring students' learning in times of social isolation and school closures, from the pandemic context caused by Coronavirus (COVID-19). Faced with this unusual situation of education, one can question: who teaches and who learns in this context of remote teaching? From this provocation, reflect on the reports constructed by students of the Pedagogy course based on dialogues held in remote meetings with literacy teachers. To this do, it is presented an experience report from the formative actions developed in the curricular components Practices of Literacy and Literacy and Internship in Literacy and Literacy, taught to students of the Pedagogy course, bringing situations of dialogues with literacy teachers about the processes of teaching and learning in remote circumstances.The reports point to pedagogical actions sproused by a teaching knowledge demarcated by what we call: "emergent action", "practical action", "reflective action". The conditions of remote teaching required differentiated pedagogical actions for the elaboration and implementation of teaching and learning processes, signaling the teacher's condition as a learning subject and the need for continuous training.
Appears in Collections:DED - Artigos publicados em periódicos

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