NEW TEACHING EPISTEMOLOGIES IN THE TEACHER AND STUDENT RELATIONSHIP: UNDERSTANDING THE IMPACTS OF A NEW TEACHING MODE IN THE POST-PANDEMIC PERIOD FROM TEACHERS’ VIEWS

Abstract

This article sought to present the current situation, in which education in spaces has to abruptly change its pedagogical proposal, in order to establish a relationship with the use of technology, as an instrument of use in addition to active methodologies. To this end, two teachers with extensive experience in the classroom and working in the municipal public network were interviewed, who demonstrated, through their responses, the main challenges and difficulties faced by the sudden adoption of technological instruments to support teaching. In this sense, it was extremely important to understand the relationship between teacher and student, as a way of approaching an epistemological proposal in this reinvention that the pandemic brought us. Furthermore, it was of fundamental importance to reflect on the Teachers' responses from an exegetical understanding based on the pedagogical proposals debated in the literature, as a way of understanding these active methodologies based on a new epistemological proposal for reducing social inequalities and balance in relationship between teacher and student in the exchange of knowledge.