Formação (matemática) do pedagogo para os anos iniciais: perspectivas dialógicas no contexto do ensino remoto emergencial

Abstract

The present research proposes to understand the dialogical relations, in the circumstances of an Emergency Remote Education (ERE), in the initial training of pedagogues who will work in the initial years teaching Mathematics. Due to the restrictions generated by the Covid-19 pandemic, as of March 2020, the use of virtual environment tools and resources was adopted as a data collection strategy. From a qualitative and interpretive research, in the light of Bakhtin's discursive dialogism (2003) and studies of researchers such as Fiorin (2018), Baverl (2014), Gatti (2011), Esteve (2002), Libâneo (2000), Barboza (2011), Tardif (2002) Tardif (2014), Lima (2011), Lima (2013), among others, we seek to understand this "new form" of interaction between educator and students, precisely in the training of pedagogues in order to verify contributions and gaps in this form of remote teaching for the practice of teachers in initial training. The research corpus is formed by episodes that were extracted among the eight classes recorded on video in the space of Emergency Remote Teaching, with a class of 2017, from the Pedagogy undergraduate course at UFOPA. The first three episodes have transcribed lines from the material recorded in audio and video during the online classes. The 4th episode has clippings of texts produced by the undergraduate students participating in this research. The steps or levels of analysis form the sequence description-transcription-interpretation-synthesis. The structure of these stages of analysis is based on the work of Barboza (2011). The results suggest that the practice, in remote training, tends to distance the dialogic relationships between teacher-student, due to the difficulties in adapting the didactic tasks and the Pedagogy students themselves within the environment of online classes, demonstrated in the fragility of dialogic initiatives for a collective formulation of debates, essential aspects in the academic environment. Thus, the reflections of the dialogical episodes within the ERE in the initial training of these pedagogues, within this research show the urgency of considering that the educational projects need to be better designed in order to be able to prepare this graduate for the expectations they have, in order to avoid compromising the quality of teaching, which have influenced their way of conceiving Mathematics in Basic Education.