A formação continuada docente e a cultura digital no contexto pandêmico da Covid-19: os desafios do professor coordenador de área

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education (CAEd) of the Federal University of Juiz de Fora (UFJF). The management case presented had as general objective to investigate the perception of teachers in the Area of Languages, Codes and Technologies (LCT) of a public school of regular education, in the State of Ceará, about the continuing education carried out in the school. As specific objectives, we have: i) to analyze the speech of the teachers about the continuing teacher education carried out in the school; ii) verify the perception of digital culture and the developments arising from the Covid-19 pandemic situation during the 2020-2021 biennium; and iii) propose, as an Educational Action Plan (PAE), changes demanded in continuing teacher education, given the identified and analyzed context. From this perspective, based on the analytical study, an action plan was proposed, having as a premise the improvement of continuing teacher education carried out at the school, in line with the use of digital technologies. Therefore, based on the analyzes carried out, actions were listed, subsidized in formative aspects and related to digital culture in their networked technological devices. This work was based on scholars such as Paulo Freire (1996) and Antonio Nóvoa (1992; 1995; 2002; 2009; 2019), who address aspects related to education and initial and continuing teacher training with a critical emphasis and transformative praxis; Bruno and Couto (2019), Bruno, Pesce and Bartolomeu (2012), Pimentel and Fuks (2011) Pimentel (2018), Sampaio and Bonilla (2014), Santos (2009; 2019), Santaella (2013a; 2013b) and Silva ( 2012), which deal with the educational possibilities arising from digital culture; and Serres (1996; 2013), who combine the technological and digital revolution with its reflexes today. The methodology used was research with a qualitative approach, applied nature, exploratory objective and documental research procedures combined with a case study. Regarding data collection and analysis, documentary research was carried out, a questionnaire was applied, as well as two conversation circles with eleven teachers from the LCT area of the school in question. Once the process of analysis of the constructed data is completed, the research presents, as an educational application, an intervention proposal with the perspective of helping in the conduct of continuing teacher education contextualized in the socioeconomic and cultural condit