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Desafios no ser e fazer docente no pós-pandemia: reflexões de professores portugueses e brasileiros a partir das narrativas de Schütze
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Abstract(s)
O Covid-19 transformou os cenários educativos. Houve a necessidade de re(pensar) formas do ser e fazer docente, que perpassou pela mediação pedagógica das tecnologias digitais, adoção de novas estratégias de ensino, como o Ensino Remoto Emergencial (ERE), e, a gestão curricular. Nesse sentido, importa-nos mais do que conhecer e compreender os desafios enfrentados pelos
professores portugueses e brasileiros nas suas práticas docentes durante esse período, através das suas narrativas, conhecer e aplicar a metodologia de pesquisa proposta por Schütze. Esta pesquisa fez parte de uma outra pesquisa de maior abrangência, no entanto, consideraremos para esse artigo apenas as narrativas de 4 professores do Ensino Básico: 2 de Portugal e 2 do Brasil, as que melhor expressaram as categorias propostas para a metodologia aqui tratada. Recorreu-se à metodologia qualitativa e os dados foram recolhidos através das entrevistas narrativas reflexivas (Schütze, 1983, 1987) e cuja análise está associada a esse tipo específico de entrevista. Os resultados evidenciam desafios e necessidades emergentes do processo de ensino e aprendizagem apontados no período em estudo, mas também válidas para o pós pandêmico: criação de novas políticas curriculares que vão ao encontro da construção de web currículo e de um ensino híbrido pós COVID 19; construção de planos de formação inicial e continuada docente, nomeadamente para a utilização pedagógica das Tecnologias de Comunicação e Informação (TIC) e inteligência sócio emocional; promover a parceria família e escola, com envolvimento das famílias no processo de ensino e aprendizagem do aluno, e, protagonismo dos estudantes na organização do seu próprio ambiente de aprendizagem que atenda as exigências do século XXI. Quanto a metodologia utilizada verificamos sua validade para estudos que utilizem de narrativas, enriquecendo significativamente o processo analítico das mesmas.
Covid-19 has transformed educational scenarios. There was a need to re(think) ways of being and doing teaching, which included the pedagogical mediation of digital technologies, the adoption of new teaching strategies, such as Emergency Remote Teaching (ERE), and curriculum management. In this sense, it is important for us to know and apply the research methodology proposed by Schütze, rather than to know and understand the challenges faced by Portuguese and Brazilian teachers in their teaching practices during this period, through their narratives. This research was part of another larger study, but for this article we will only consider the narratives of four primary school teachers: two from Portugal and two from Brazil, who best expressed the categories proposed for the methodology dealt with here. We used a qualitative methodology and the data was collected using reflective narrative interviews (Schütze, 1983, 1987), the analysis of which is associated with this specific type of interview. The results highlight emerging challenges and needs in the teaching and learning process pointed out during the period under study, but also valid for the post-pandemic period: creation of new curricular policies that meet the construction of a web curriculum and hybrid teaching post COVID 19; building initial and continuing teacher training plans, particularly for the pedagogical use of Communication and Information Technologies (ICT) and socio-emotional intelligence; promoting family and school partnerships, involving families in the student's teaching and learning process, and the role of students in organising their own learning environment that meets the demands of the 21st century. As for the methodology used, we verified its validity for studies using narratives, significantly enriching the process of analysing them.
Covid-19 has transformed educational scenarios. There was a need to re(think) ways of being and doing teaching, which included the pedagogical mediation of digital technologies, the adoption of new teaching strategies, such as Emergency Remote Teaching (ERE), and curriculum management. In this sense, it is important for us to know and apply the research methodology proposed by Schütze, rather than to know and understand the challenges faced by Portuguese and Brazilian teachers in their teaching practices during this period, through their narratives. This research was part of another larger study, but for this article we will only consider the narratives of four primary school teachers: two from Portugal and two from Brazil, who best expressed the categories proposed for the methodology dealt with here. We used a qualitative methodology and the data was collected using reflective narrative interviews (Schütze, 1983, 1987), the analysis of which is associated with this specific type of interview. The results highlight emerging challenges and needs in the teaching and learning process pointed out during the period under study, but also valid for the post-pandemic period: creation of new curricular policies that meet the construction of a web curriculum and hybrid teaching post COVID 19; building initial and continuing teacher training plans, particularly for the pedagogical use of Communication and Information Technologies (ICT) and socio-emotional intelligence; promoting family and school partnerships, involving families in the student's teaching and learning process, and the role of students in organising their own learning environment that meets the demands of the 21st century. As for the methodology used, we verified its validity for studies using narratives, significantly enriching the process of analysing them.
Description
Keywords
Narrativa Formação docente Web currículo Inteligência socioemocional
Citation
Gonzaga, K., Graça, V.; & Silva, C. (2024). Desafios no Ser e Fazer Docente no Pós-Pandemia: Reflexões de Professores Portugueses e Brasileiros a Partir das Narrativas Reflexivas de Schütze. Revista Interacções, 20(67), 1–23. ISSN 1646-2325. https://doi.org/10.25755/int.30712