Filosofia e Sociologia nas rodas de conversas online: o que a pandemia nos ensinou?

Abstract

This dissertation aims to understand how sociotechnical and cultural phenomena mediated by networked digital technologies inspired the 'learning-teaching' processes in the disciplines of Philosophy and Sociology in the pandemic. The field of research was the Colégio Estadual Monteiro Lobato, located in the 4th district, Xerém, in the Municipality of Duque de Caxias-RJ, with two classes of the last year of high school. Due to Covid-19, face-to-face activities were suspended on March 13 and classes were online until the end of 2020. This is a cyber-research-training (SANTOS, 2019), with theoretical and methodological contributions, whose epistemological perspective is based on multi-referentiality (BARBOSA;MACEDO, 2012), in research with everyday life (ALVES, 2001) and we make these approaches to compose a plural look at the complex reality of peripheral students and teachers and how they build a contextualized understanding of the themes addressed in the disciplines of Sociology and Philosophy. From the analysis of empirical material, conversations on WhatsApp with the cultural practitioners of the research, the recordings of four wheels of online conversation that took place through Google Meet between April and August 2020, the archive with the chat of the wheels, the production of the wheels of conversations with cultural practitioners, the Philosophy teacher, students and classmates. This sought to understand about teaching practice, the role of the online school in times of pandemic, the importance of defending the permanence of the subjects mentioned in basic education and the acts of curriculum (MACEDO, 2012) in 'learning to teach' in the educational networks (ALVES, 2011) that emerged from the cybercultural phenomena. Understanding from the analyzed narratives that in this period teaching was configured as a #new normal, students were concerned about online education because they want to know “Will I pass the year?” and the implications of this answer. How inequalities in access to online education influenced its implementation and how events in this period revealed the emergence of anti-racist education. Students were concerned about online education because they want to know “Am I going to pass the year?” and the implications of this answer. How inequalities in access to online education influenced its implementation and how events in this period revealed the emergence of anti-racist education.