Ciberneuroaprendizagens' docentes a partir da pandemia do novo coronavírus COVID/19

Abstract

The suspension of face-to-face classes due to the COVID-19 pandemic imposed significant challenges on educational institutions, which needed to seek new strategies, adapting, innovating, restructuring, or even flexing their processes, so that educational activities wouldn't experience indefinite interruptions. In this scenario of uncertainties, Emergency Remote Teaching (ERE) emerged, accelerating the integration of technologies into education through distance learning (EaD), exposing the unpreparedness of teachers, who had to adapt their ways of 'learning to teach' to this new teaching modality. In this context, and with the participation of 8 foreign language teachers, we conducted our study from 2021 to 2022 at the EINA Language School, located in Belford Roxo. Our aim was to understand how foreign language teachers have redefined their ways of 'thinking-doing' in the context of cyberculture over this period. Grounded in the complexity paradigm (Morin, 2015), we pursued an alternative methodological rigor (Macedo, 2020), one that is more flexible and open, through the bricolage of cyber-research-formation (Santos, E., 2014; 2019), following the principles of multireferentiality (Ardoino, 1998; Macedo, Galeffi, and Pimentel, 2009) and research involving everyday life (Alves, 2008; Andrade N., Caldas, and Alves, 2019; Certeau, 2013). Throughout this investigation, we have crafted curriculum actions supported by various tools such as WhatsApp, Zoom, Padlet, and Conversation Circles (in-person), from where conversations and diverse narratives emerged. As we looked for 'senses of meaning' for these products, two analytical categories - subsumptive notions, came to light: The "Hybrid that is not hybrid! That's when 'my life ended'" and “Disobedience, unlearning and relearning: adapting to innovate”, to the extent that it was left significant brands in the process of ‘learning to learn’. All these productions have led us to the conclusion that, in facing adverse situations within the context of cyberculture, teachers learn in different ways—whether through curiosity, practice, interaction, experience, and/or association. This occurs through cyberneurolearning, promoting pedagogical practices focused on collaboration, innovation, and inclusion”