FROM ONLINE TEACHING TO ONLINE TEACHING: (DIS)SYNCHRONIZED PRACTICES AT SCHOOL IN TIMES OF PANDEMIC

Abstract

From online teaching to online teaching: (dis)synchronized practices at school in times of pandemic aims to understand the perspective of educators at the municipal school vida nova regarding the use of digital tools in relation to their pedagogical practice. In the 21st century, the vast majority of initial teacher training across the country still does not include teaching focused on educational technologies. Students from this period, also called digital natives, have a much easier time dealing with information and communication technologies (ICT). The pandemic period served as a research laboratory in the school unit, to understand the centuries-old distance that separates the educator from the student in the technological context and its historical, political and social problems. The relevance of the research for schools is precisely to show that it is not enough for the institution to acquire various technological resources if 20th century teachers do not make use of them, whether due to their initial training, lack of current training, exhausting working hours or simply due to the difficulty in handling which consequently interferes with their pedagogical practice. Furthermore, it is essential that the school reflect with the school community on the importance of technology and the classroom, given the new concepts of education imposed by the current social scenario. In view of this, the importance of the pedagogical coordination of the school unit in the process of welcoming, motivating, interacting and achieving the educator during continued training in educational technologies is evident.