Da aversão à tecnologia a uma docência telemática? Um caso de superação no contexto do ensino remoto

Abstract

The present paper aims to analyze how the teacher, in the final stage of her career, dealt with remote work and the challenges of using new technologies throughout her professional career. We specifically seek to understand the teacher's professional trajectory; discuss the evolution of using technologies in their educational practice; and, identify challenges and strategies developed by her in remote teaching. In the theoretical framework, we dialogue about the relationship between the evolution of societies, work and education, teaching, professional life cycle and educational technologies from authors such as Moran (2012), Perrenoud (2014), Kenski (2012), Fava (2018), Lévy (2010), Imbernón (2011), Libâneo (2013), Freire (1996) and Huberman (1995). The research methodology was based on a qualitative approach of an exploratory nature, taking as a procedure a case study and data collection through an episodic interview. The results indicate that the teacher went through several phases of the teaching life cycle of Huberman (1995), strengthening her professional identification and overcoming the traditional practice. At the end of her career, with the COVID-19 pandemic, when faced with the imposition of using telematic means to continue the educational process, the teacher stood up to challenges that mobilized her for a self-training process to innovate her practice, gaining projection and recognition that made her take on a TV program of the João Pessoa City Hall.