Transmissão ao vivo em rede: que formação docente em tempos de Covid-19?

Abstract

This research is part of the Educational Theories and Pedagogical Practices line of the Postgraduate Program in Education at the Federal Institute of Education, Science and Technology of Goiás (PPGE/IFG). Its objective is to analyze the concepts of technology that are present in the training received by public basic education teachers during the period of the Covid-19 pandemic (2020-2022). This research, as a method of investigation, is based on Marx (1987, 2004, 2006, 2011, 2013), Marx and Engels (2007), Netto (2011), Lefebvre (1995) and Kosik (1976). The methodological proposal is inspired by state of knowledge research (Malaquias, 2018; Romanowski; Ens, 2006; Vosgerau; Romanowski, 2014). The research corpus consists of 20 live transmissions (LT) and was organized based on the responses of teachers from the public basic education network through an online form. Due to the pandemic context and the use of LT for training, especially continuing training, the following question arises: What concepts of technology are present in the training received by public basic education teachers during the Covid-19 period (2020-2022)? The corpus analysis was based on Saviani’s (2012, 2013) conceptions of education, as for technology in education, we used Peixoto (2008, 2009, 2012, 2015, 2016, 2022b), that for his turn explores the discussion initially proposed by Feenberg (2003, 2010, 2013). Regarding continuing teacher training, we are supported by Libâneo (2004, 2010), and Silva Curado (2019). We observed that the training of teachers in the use of technologies is based on the epistemology of practice, which is associated with a conception of training based on a formal logic. The conception of technology present in this training, articulated with this formal and instrumental logic, is technocentric, oscillating between instrumentalism and determinism. The technology use from a technocentric perspective, instead of contributing to the educational process that aims the integral development of those involved, is actually placed within the scope of a massive educational process, since all efforts are channelled towards the type of use of the technical artifact and not, for the educational process itself. The innovation strategy is presented to improve the education process. The recurrence of formal conceptions, in their contradiction, sheds light on the absence of a discussion about theory and practice. Such observations indicate that the teacher training process is subject to the influence that the neoliberal system exerts on the educational system.