Experiência de docência e pesquisa no ensino superior no contexto pandêmico da Covid-19: a disciplina de Tecnologias educacionais organizada pelo experimento didático-formativo

Abstract

The COVID-19 pandemic caused educational activities to suddenly shift to an emergency remote learning mode, causing teachers to experience numerous challenges. In this work, we aim to present and discuss the proposal of a course entitled “Educational Technologies in Language Teaching” organized by the frameworks of the Formative Didactic Experiment (SFORNI, 2015) and Social Activity (LIBERALI, 2020) in an emergency remote learning context, both offered and conducted based on the principles of co-teaching and co-planning (ROTH et al., 2002; 2000; PASSONI, 2010; EL KADRI, 2014). We also aim to analyze the affordances perceived by the participating students regarding the learning possibilities. Data were collected through a questionnaire answered by students from the English Language and Literature undergraduate degree who were participating in the course, and the analysis was carried out through the affordance’s proposal (VAN LIER, 2000). The results show that the discipline allowed the development of skills related to technology itself, to the use of technology in the classroom, to the development of collaborative work and digital literacy, and it generated changes regarding what students’ understanding of working with technology is. We conclude the text by emphasizing the potential of the Formative Didactic Experiment and of the Social Activity as enablers of learning opportunities in an emergency remote learning context.