Estratégias pedagógicas usadas pelos formadores de docentes de inglês para superar os desafios impostos pelo Ensino Remoto de Emergência durante a pandemia da COVID-19
DOI:
https://doi.org/10.17533/udea.ikala/v26n3a12Palavras-chave:
COVID-19, ensino remoto de emergência, TIC, ensino de inglês, formação de docentes, estratégias pedagógicasResumo
A crise no sistema educativo gerada pela aparição da covid-19 revelou múltiplas brechas que existem devido à diversidade dos contextos aos que pertencem estudantes e docentes. Este artigo informa sobre um estudo de caso que explorou os desafios que enfrentaram os formadores de docentes de inglês de uma universidade pública em Neiva, Colômbia, durante a pandemia devido à imposição do ensino remoto de emergência; as estratégias pedagógicas que usaram para dar resposta a esses desafios; e, os desafios que resta enfrentar. Para tanto coletamos dados de um questionário e um grupo focal com docentes e estudantes de um programa de formação de docentes. Os principais achados mostram que a transição do ensino presencial para o remoto de emergência trouxe alguns desafios para educadores e docentes em formação relacionados com as realidades sociais existentes no contexto dos estudantes. Para dar resposta a esses desafios, os formadores de docentes tiveram que ajustar suas estratégias de ensino e aprender a utilizar tecnologias, como o software de videoconferência e as aplicações educativas. Ficam ainda alguns desafios para o futuro, como melhorar a motivação, a autonomia e a interação na aula dos docentes em formação. As conclusões apontam a necessidade de seguir formando docentes de idiomas no uso de tecnologias de ensino remoto de emergência e de achar mais e melhores formas de promover processos de aprendizagem autônoma para adaptar as práticas docentes aos tempos atuais.
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