Movimentos de ensino e aprendizagem durante a Pandemia de Covid-19 e seus impactos na formação de pedagogas

Abstract

The study aimed to investigate and contrast the meanings attributed to the modalities of face-to-face and remote teaching experienced by twenty-two Pedagogy course academics who are associated with the National Plan for the Training of Basic Education Teachers (Plano Nacional de Formação de Professores da Educação Básica - PARFOR) at the State University of Maringá. For data collection, two questionnaires were used: one for sociodemográficas data and the other for on-site teaching, distance teaching (Ensino a Distância - EaD), and Emergency Remote Teaching (Ensino Remoto Emergencial - ERE), which were completed via Google Forms. It was found that the features of the on-site model are still strong and are connected with the possibilities of face-to-face interaction between teachers and colleagues, which leads to comparisons with the EaD and ERE, signaling the inevitable incursion of digital technologies for educational purposes. It was concluded that the pandemic brought to light several aspects that reveal social inequalities, such as the lack of access to quality internet and equipment shared between members of the same family. Furthermore, it was revealed the need to organize the study environment and time management in a context of balancing professional, student, and family functions.