Banca de DEFESA: VICTOR AUGUSTO BOTH EYNG

CONTINUING TRAINING DURING EMERGENCY ONLINE TEACHING: training objectives and teaching narratives.

Teacher Training. ICT. Emergency Online Teaching. Emergency Remote Teaching. Digital Competences for Educators.

Faced with the specific challenges imposed by the Covid-19 pandemic on education in the years 2020 and 2021, Education Departments, when designing their teaching and learning strategies, needed to propose pathways for teacher training, especially to ensure the practice of the profession in the imposed Emergency Online Teaching format. In this context, the research aims to investigate the contribution of teacher training initiatives carried out in 2020 and 2021 – the first two years of the Covid-19 pandemic and the suspension of face-to-face classes – to the development of digital culture in schools, considering the face-to-face teaching context. As a qualitative research, its methodological path follows the narrative methodology, gathered through semi-structured interviews with teachers from the State Department of Education of Alagoas, with a geographical focus on the city of Maceió, regarding their formative experiences during the years 2020 and 2021 and the impact on their current practice. Data were interpreted using content analysis from Bardin's perspective (1977) and elaborated in dialogue with official documents published by the State Department of Education of Alagoas from the beginning of the pandemic context until the definitive resumption of face-to-face classes. The analysis categories were defined as teachers' narratives about school infrastructure; their beliefs and attitudes towards ICT; the conducted training, their contributions, and points of attention; and today's digital culture, based on their skills and relationship with ICT. The main findings of the research confirm that the conducted training contributed to the current development of digital culture in schools but in a limited way. Teacher repertoires were enriched, allowing them to adopt ICT in their pedagogical practices, but without strongly influencing their beliefs and attitudes regarding the methodological and pedagogical role and conception of ICT in education. The utilitarian and instrumental conception of ICT persisted throughout the conducted training, maintaining characteristics such as content transmissivity. As other research findings, the study delves into other aspects of the formative strategy of the State Department of Education of Alagoas for the pandemic period that may have contributed to the results and raises possibilities for the qualification of a continuous training policy focused on ICT in education.