Dialogicidade e escuta sensível: metodologias ativas de um projeto de extensão entre afetos da Pandemia de Covid-19.

Abstract

The action of teaching transcends the classroom walls and lines up with the inner and outer factors that the individual to be taught experiences. In this case, life and education cannot be dissociated. An example for this question is the pandemic due the respiratory virus called SARS-CoV-2, which causes the disease Covid-19. It has been producing impacts that go beyond the epidemiological order and extend for the social, economic, cultural and of global order political aspects. In this perspective, the article aims to discuss on the dialogue and sensible listening as active methodologies in the remote-contingent higher education during the Covid-19 pandemic, starting from the data of a project of a university extension among/with the faculty and undergraduates from the Pedagogy Program of the Federal University of Piauí. The employed methodology was the performance of the virtual visits to the students and their families once a week, at which the sensible listening and the dialogue were carried out, for, after, to think about interventions actions that fit the needs of the involved ones. The data produced by the project confirm the dialogue and the sensible listening as active methodologies in the remote-contingent higher education, besides of showing them as movements that soften the impacts caused by the Covid-19 pandemic. They were the paths of the affections that supported that student who was going through critical situations, who felt lack of the physical space of the university, from the colleagues and professors. It is considered by the implications brought in the study that the dialogue and the sensible listening are two foundations of an active methodology that benefits the student-professor and student-university relationships, welcomes and brings the student closer to his course, to his university, often called by the students as second home.