Abstract:

This paper presents a discussion about experiences in educational context in Brazil during 2019-2021. This time the virus Sars-Cov19 affected the world and each country experienced different reality. The locus of our expertise comes from a public university named Federal University in Maranhão - UFMA, located in northeast Brazil. During the pandemic period, we faced some situations that involved students with technological absences, few computers, inappropriate place to study, bad Wi-Fi, difficulty on concentrating, some students were unemployed and problems such depressions and hopelessness. As a world problem, the pandemic period included many topics to think in education area, therefore, teachers became motivated to create different methodologies. Our experience was in virtual classroom, working inclusion of new competencies and skills in teaching-learning relationship. A process currently demanded certain abilities from both, teacher and student. This relationship is not limited to the teaching method, but also to the context in which we have been teaching. The way individuals think, speak, and produce has a direct connection with the way we live at a certain moment. Based on this propose the experience showed us the capacity to modify the traditional model of teaching learning and that we can (re)signify educational relations. We were two groups formed by two professors, two monitors and undergraduate students in Social Communication and in Social Phycology Post Graduation. The methodology applied with undergraduate students was introduced by a reflection about inclusive communication/audio description and the subject matter consisted of audio describe cards, animations, photography, videos, pictures and posts in social networks. In the second group, our subject was a discussion about Society and Subjectivity and in order to introduce a dynamic class we divided, the methodology in two parts the first one was theoretical studies and seminars, the second was podcasts recorded. This media could be listened anytime and everywhere. As a result, we could observe that teacher’s learning is not limited to the traditional model that includes room, blackboard and students. We could change this model and (re) create possibilities of teaching learning. Our experiences in remote class was productive, but we know these kind of experiences depends on both teacher and students. Even with low technology, we got good products and creations

Keywords:

Virtual room, remote class, podcast, audio description.