O assessoramento pedagógico na interface com práticas pedagógicas no ensino remoto: um estudo com professores do IFAM/Humaitá

Abstract

This research developed in the Graduate Program in Teaching of Sciences and Humanities of the Federal University of Amazonas - UFAM had the perspective of seeking answers to the following problem: What is the perception of teachers in relation to the pedagogical advising facing the pedagogical practices developed in professional education in the context of remote teaching in IFAM/Humaitá? The main objective of this research is to understand how the pedagogical advising helps the development of pedagogical practices in courses that involve professional education in the context of remote teaching. The participants were seven (07) teachers who work in Integrated Technical High School Courses. As techniques of data collection, online questionnaires were used to evidence the personal and professional profile of the participants and the Focus Group, which addressed the thematic axes: Pedagogical Advising, Pedagogical Practices, and Teacher Professional Development. The analysis and interpretation of the data was done in the light of Content Analysis. The theoretical-methodological contribution is based on Cunha (2014); Lucarelli (2004); Mayor Ruiz (2007); Hevia (2004); Nepomneschi (2004); Marcelo García (2009); Nóvoa (2000; 2011); Imbernón (2002; 2011); Tardif (2002), Silva (2019), among others. In order to respond to the research problematic, the following specific objectives were defined: analyze the teachers' perception about pedagogical advising; identify the teachers' main needs regarding pedagogical advising in the context of remote teaching; explain the development of pedagogical practices by teachers in remote teaching; identify the teachers' perception about the process of teaching professional development. The results indicated that: i) pedagogical advising is an important follow-up and support for teachers to improve the teaching and learning process. ii) the role assumed by the advisors is that of a professional who adds up to make changes happen by identifying and solving problems that emerge in the daily exercise of their function. iii) there is a need for joint actions to discuss the teachers' practices, share actions and socialize experiences that contribute to new learning and solutions to issues that arise in the teaching context. iv) the interaction with the pedagogical advisory services for the development of new proposals that contribute to overcoming the difficulties diagnosed in the students. v) continuing education is a necessary process for the profession, even though there are still teachers who are resistant to the urgency of the need to re-signify their teaching practices. We hope that this work contributes to the understanding of pedagogical advising as an important ally to the work of teachers, not only in integrated technical courses in professional education institutions, but also in other modalities and levels in other institutions.