Formação remota dialógica de professores: desafios e aprendizagens decorrentes dos tempos da pandemia de COVID-19

Roseli Rodrigues de Mello; Anselmo João Calzolari Neto; Antônio Álvaro Soares Zuin

doi:10.5585/52.2025.26607

Authors

Roseli Rodrigues de Mello Federal University of São Carlos https://orcid.org/0000-0002-1782-890X
Anselmo João Calzolari Neto Federal University of São Carlos https://orcid.org/0000-0002-6703-9079
Antônio Álvaro Soares Zuin Federal University of São Carlos https://orcid.org/0000-0002-6850-2897

DOI:

https://doi.org/10.5585/52.2025.26607

Keywords:

remote learning, teacher education, dialogical pedagogy

Abstract

The impacts of the COVID-19 pandemic on students' affective and cognitive dimensions were significant at all levels of education. However, even during the period of social confinement, initiatives were created to mitigate such impacts suffered by the student body. The objective of this research focused whether and how, in the context of remote teaching due to the pandemic, a dialogic approach to teacher education can help reduce student mental suffering and improve the quality of their learning. A case study was carried out in a course that brought together undergraduate students and education professionals in different education programs in Brazil. Data were produced through online questionnaire answered by seventy participants. The responses were analysed quantitatively and qualitatively. The main results were that the dialogical approach based on Freire, Habermas and Flecha was a crucial factor in alleviating psychological suffering and for the quality of learning.

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Author Biographies

Roseli Rodrigues de Mello, Federal University of São Carlos

Dr. Roseli Rodrigues de Mello has been a senior professor since 2022 and full professor since 2016 at the Department of Pedagogical Theories and Practice (DTPP) at the Federal University of São Carlos (UFSCar), Brazil. She graduated in Pedagogy and completed her Masters and Doctorate in Education at the Federal University of São Carlos (UFSCar). She has worked as a researcher and teacher trainer at UFSCar since 1992. From 1999 to 2022, she supervised 28 master's theses and 23 doctoral theses in Education. She did her first postdoctoral research in 2001-2002 with the Community for Research in Excellence for All (CREA) at the University of Barcelona / Spain. On her return, she founded the Nucleus for Research and Social and Educational Action (NIASE), being in charge of coordination. She transferred to Brazil the transformation of schools into Learning Communities and Dialogical Literary Gathering. She is the coordinator of international agreements. She coordinates and participates in national and international research. She has published dozens of articles in renowned national and international journals. She has ten books published. She was coordinator of the Affirmative Actions Program at UFSCar between 2012 and 2013. She was a CNPq research productivity fellow from 2008 to 2018 and from 2023 upto now. She was part of the Post-Graduate Monitoring Committee of Capes / Brazil, in the 2007-2009 triennium, and in the 2010-2012 triennium. In university extension, since 2002, she coordinates and/or integrates teams to train schools and teaching networks, in Brazil and in six other Latin American countries, in successful actions, in learning communities and in the prevention of gender-based violence . The emphasis of his academic work is in the line of Teaching and Learning and Teacher Training, dedicating herself to the following themes: dialogic learning, learning communities, successful educational actions, dialogic gatherings, educational research based on scientific evidence, adult education, teaching transformation activities, Freirian foundations of education, prevention of gender violence.

Anselmo João Calzolari Neto, Federal University of São Carlos

Degree in Biological Sciences from UFSCar. Master's and Doctorate in Education from UFSCar. Associate Professor in the Department of Natural Sciences, Mathematics and Education at UFSCar-campus Araras, teaching undergraduate courses in Science/Biology Teaching Methodology and Supervised Internships. Permanent lecturer in the Postgraduate Program in Science and Mathematics Education at UFSCar-campus Araras. Member of the Social and Educational Research and Action Center (NIASE) at UFSCar.

Antônio Álvaro Soares Zuin, Federal University of São Carlos

Full Professor at the Department of Education and the Graduate Program in Education at the Federal University of São Carlos. He has a degree in Psychology from the University of São Paulo (1989), a Masters in Education from the Federal University of São Carlos (1993), a PhD in Education from the State University of Campinas (1998), with a Doctoral Internship at the Johann Wolfgang von Goethe University, Germany (DAAD Scholarship - German Academic Exchange Service) and Post-Doctorates in Philosophy of Education at the University of Leipzig, Germany, with CAPES and FAPESP scholarships, Psychology of Education at the University of York, England, with FAPESP and CAPES scholarships, and Sociology of Education at the Johann Wolfgang von Goethe University, Germany, with CAPES/PRINT scholarship. He was Head of the Department of Education at UFSCar from August 2000 to September 2002 and Coordinator of the Postgraduate Program in Education at UFSCar from December 2010 to August 2011.

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