A construção de espaços dialógicos no Curso de Pedagogia da Universidade Federal do Ceará por meio do uso da oralidade como prática pedagógica docente no contexto do ensino remoto e do ensino presencial

Abstract

The present work aims to investigate the construction of dialogic spaces between teachers and between students of the Pedagogy course, through orality, in the context of Remote Teaching and Classroom Teaching, aiming to analyze teaching methodologies that were applied in the classroom with the bias of favoring dialogicity to achieve enrichment and personal and social development of students. The research approach is of a qualitative nature, in which the subjects who participated in this study were three professors in the area of Pedagogy at the Federal University of Ceará, who responded to an interview containing seven directed questions. For this purpose, in particular, the works of Paulo Freire were used as theoretical contributions that explore a liberating, dialogic, respectful and hopeful education. Also, reflections from Rubem Alves' books were moved about a teaching that is not only aimed at the shallow transfer of information, but an educating that transforms and that rejoices those who are undergoing training. Furthermore, in order to understand how these changes that are being proposed can favor academic, social and personal (re)construction, Vygotsky appears as a primordial source to understand interaction as a single point of insertion into the environment in which the subject is inserted. In this way, after the data are analyzed, it becomes clear that for the formation of a pedagogue, oral language is essential for a dynamic scope of knowledge. In addition, it is undeniable that in the context of Education, the role of the teacher must be welcoming, plural and interdisciplinary, estimating multiple educational proposals that involve the experience and daily life of students with the university reality, in order to collaborate in the transformation of the classroom and the world. Therefore, it is concluded that the use of oralization as a pedagogical praxis, even far from the reality of other FACED educators, facilitates the formation of dialogue within the University, with the intention that the teacher proposes and executes methodologies and practices that are enriched to free students from bonds and banking thoughts that harm their learning and their organization as a human being.