REMOTE EDUCATION IN PANDEMIC: A DIALOGICAL ANALYSIS WITH TEACHERS
Pandemic Coronavirus; COVID-19; Online education; Remote learning; Chatting circle; Bakhtin.
This paper seeks to analyze the teaching experience of remote teaching, an alternative found for the continuity of formal education in schools, given the limitation of physical social interactions, from the perspective of professionals who worked in the pandemic context of COVID-19 in the period 2020 and 2021. We seek to bring the understandings about the way through which the distance affected the teaching practice and what were the actions constituted in an attempt to overcome such a sudden challenge. We chose to carry out conversation circles and individual interviews, having as interlocutors the teachers of Colégio de Aplicação de Resende, given their effective practice of online remote teaching strategies, assumed since the beginning of the social distancing. The theoretical assumptions are based on Mikhail Bakhtin's philosophy of language (1992, 2014, 2010, 2017, 2020) and on Paulo Freire's conceptions of education (1980, 1987, 2000) that point - on the one hand - to the indissolubility of the three spheres of culture: ethics, aesthetics and epistemology, tied to a responsibly active attitude due to the "no alibi of existing" and - on the other - to dialogue as raw material for human relations. Throughout the study, concepts of cyberculture and online education with foundation in Pierre Lévy (1998; 1999) and Edméa Santos (2019, 2021) to broaden the discussion about online education. In order to ensure safety, protection, and also that the rights of participants are guaranteed, as well as research integrity and honesty in the treatment of data, especially in the dissemination of the knowledge extracted, the subjects of this research will fill out the ICF before any involvement with this work.