Abstract:

The objective of the study we present is to know and articulate knowledge about distance learning and, more specifically, to answer the question: in the context of the COVID-19 pandemic, which pedagogical practices were most likely to enhance the culture of learning and success school in the 2nd and 3rd cycles of basic education? The learning culture consists of highlighting and valuing students' learning in a more significant way, than the one that makes possible to obtaining a score. It is essentially the culture that supported teachers during distance learning, because it was impossible to “measure” learning from a score. COVID-19 “stole” us the best understood indicator either by students or parents: the score. Learning in times of COVID-19 is learning to learn by yourself, it is learning to be competent, to be autonomous through a work plan, to receive and consider feedback to improve, that is, to be successful in the long term. Data were collected near teachers of the 2nd and 3rd cycles of basic education (n=377), through a questionnaire survey, in september 2020. Data were processed using the SPSS (Social Package for Social Sciences), version 24, and analyzed using descriptive statistics. The main results suggest that teachers considered that it was relevant to change pedagogical practices, designing “new” pedagogical scenarios, strategies for motivating students and evaluating competences. Despite this effort and awareness of the need for change, the performance culture was still predominant.
A real learning culture within the logic of learning to learn will require a new paradigme, demanding strong pedagogical leadership, time, training and supervision, that can help pupils to make tasks without waiting for a score and teachers to give feedback and develop mechanisms to take it into account by pupils.

Keywords:

Pedagogical practices, Learning culture, Learn to learn, COVID-19.