Abstract:

In early 2020 we were hit by the Covid-19 virus, forcing us into isolation, which lasted until 2021. The vast majority of teachers were compelled to work remotely. There was a huge change in their professional daily lives, requiring them to adapt their activities to remote teaching. Teachers needed to use digital information and communication technologies (ICT) to develop school activities. Researchers who work with the theme of ICT in education have argued that technologies could be an opportunity to break with the transmissive teaching ([1], [2], [3], [4], [5]), but what we saw in the activities of remote teaching was the transmission in its maximum expression, because, without the necessary training, teachers went through the possible way. The aim of this article is to discuss about the training of teachers for remote teaching. We defined as a research question: how was the formation of teachers to act in remote teaching during the covid-19 pandemic? Historically, public policies in Brazil have been deficient in many of the aspects proclaimed in their objectives: in infrastructure - equipment, access to the Internet network and training of school subjects. Over time remains the view of technologies as causing immediate solutions for education systems, a simplistic view that the integration of technologies in education could solve the historical educational problems. The research data come from a semi-structured interview with teachers in three basic education schools, in order to investigate the training for the integration of ICT into the curriculum, especially during the pandemic of Covid-19. In the analysis of the speeches of the researches we identified that a portion did not receive any training, they needed as one of our researches says "to learn to swim in the middle of the sea". A portion of the teachers reported having participated in exclusively technical training to learn how to operate the DTICs, especially in the initial moments of the pandemic. We realized that the absence of the education networks in the training made teachers exchange among themselves the possible ways, generating a collaborative process.

References:
[1] M. E. B. Almeida, “Integração de currículo e tecnologias: a emergência de web currículo”, ENDIPE – Encontro Nacional de Didática e Prática de Ensino, 15, pp. 166-179, 2010. Retrieved from http://endipe.fae.ufmg.br/
[2] M. L. Belloni, E. Bévort, “Mídia-Educação: Conceitos, História e Perspectivas”, in Revista Educação & Sociedade, Campinas, vol. 30, n. 109, pp. 1081-1102, 2009. Retrieved from <http://www.cedes.unicamp.br>
[3] F. A. Costa, “O potencial transformador das TIC e a formação de professores e educadores” in Cenários de inovação para a educação na sociedade digital (M. E. B. Almeida, P. Dias and B. D. Silva, eds.), pp. 47-75, São Paulo: Edições Loyola, 2013.
[4] M. C. Moraes, O paradigma educacional emergente, Campinas: Papirus, 1997.
[5] J. A. Valente, “Blended learning e as mudanças no ensino superior:a proposta da sala de aula invertida”, in Educar em Revista, v. 30, n. 4, pp. 79-97, 2014. Retrieved from http://www.scielo.br/pdf/er/nspe4/0101-4358-er-esp-04-00079.pdf

Keywords:

Teacher training, remote learning, digital information and communication technology.