Pandemia da Covid-19 (2020-2022): o dizer dos docentes sobre suas ações pedagógicas no curso de Pedagogia presencial da Universidade Federal da Paraíba

Abstract

The COVID-19 Pandemic emerged in late 2019 and quickly took alarming proportions, becoming a Public Health Emergency of International Concern. In this scenario, in-person classes in basic, technical education and higher education were suspended. Faced with uncertainty about the duration of the COVID-19 pandemic, Higher Education Institutions began to organize the return of teaching activities. The new moment that presented itself required Higher Education Institutions and teachers to adapt pedagogically and didactically to meet the demands of remote learning. Therefore, this study provides a description of the events related to COVID-19 worldwide, in Brazil, and in the State of Paraíba, as well as a description of the impacts of the new coronavirus pandemic on education in Brazil and Paraíba, focusing on the main challenges faced by teachers of the in-person Pedagogy course at the Federal University of Paraíba, Campus I. This paper focuses on the teachers’ discourse about their pedagogical actions in thePedagogy course at the Federal University of Paraíba, Campus I, during the COVID-19 pandemic (2020–2022). The research aims to analyze the experiences of teachers in the Pedagogy course at the Federal University of Paraíba between 2020 and 2022 during the pandemic. Methodologically, this is a qualitative and bibliographic research approach. In terms of objectives, it is an exploratory research. In addition to research in articles, books, and laws, interviews were conducted with Pedagogy course teachers about their experience working as educators during the COVID-19 pandemic. The interview results indicate that despite the efforts of the participating teachers, the adaptation period was extremely challenging due to the sudden change in the format of classes, difficulties involving available technologies, the feeling of distance between teachers and students, and the difficulty of engaging students in classes. It is concluded that the teachers of the Pedagogy course at UFPB were not pedagogically and didactically prepared for remote learning. Teachers lacked training focused on digital culture and time to understand the historical process in which they were involved; however, the COVID-19 pandemic and remote learning provided opportunities for innovation and learning for these teachers, such as a specific and humanized approach to students' difficulties, committing to helping them face the intense pandemic scenario.