Problematizing methodologies and conceptions of learning: how teachers have perceived the impact of the Covid-19 pandemic^*

Abstract

This is study is a break-up of a master´s dissertation presented to the Graduate Program in Professional Education (ProfEPT) at the Federal Institute of and is intended to identify teachers´ perceptions of how the teaching and learning process took place in the remote classes and, soon after, when face-to-face classes were resumed. The objective is to analyze the impacts perceived by teachers at the State Center of Professional Education “Fahter João Greiner”, related to the students´ learning while working at integrated high-schooling during the SARS-COV-2 pandemic. Active methodologies are those promoting protagonism and autonomy among students, mainly the so-called problematizing methodology which are, for this reason, indicated to conduct teaching towards actions that are transforming, dialogical and reflexive, so much required on these days. The research utilizes an applied qualitative and the objectives were apprehended in a descriptive fashion. The method is a research-action whose investigative itinerary was established by the steps of the Methodology of Problematization using Maguerez Arc with data being organized in order to generate results, based on the principle of Textual and Discourse Analysis (TDA). The process materialized in a proposal of producing a didactic textbook while teacher training is conducted along the collaborative research-action. As a result, an increase in educational inequality was observed as well as a deficit in the students´ learning aggravated by relationship problems. Discouraged students and teachers who, despite being provided with a minimum input of technological resources, were not qualified to use them.

Keywords:
Education; Pandemic; Learning conceptions; Methodology of problematization