Resumo

BACILA, Maria Sílvia. The pedagogical practice of the mentor of the literacy teacher mobilized by the pandemic in Higher Education institutions and the use of information and communication technologies. Rev. Diálogo Educ. [online]. 2021, vol.21, n.69, pp.940-956.  Epub 11-Jun-2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.069.ao07.

This investigation discusses how the mentor of the literacy teacher is elaborating his practices in higher education in the face of the pandemic period resulting from the human infection ruled by COVID 19. The epistemological axis of this study is the practical Didactics (MARTINS, 2009) which implies analyzing the pedagogical practice not as cause and effect, but as a field for determining complex causality. The methodological option used to compose this study is of a qualitative nature based on André (2008), and had as its unit of analysis the pedagogical practice produced in the literacy discipline in classroom Pedagogy courses in Curitiba. The information collection strategy used is an interview (FLICK, 2009). The collected data were produced and analyzed based on textual discourse analysis, according to Moraes and Galiazzi (2011). The main theorists who support the analysis of this investigation are Morin (2001), Moore (2011), Moreira and Monteiro (2012), Torres (2004), Zabalza (2014), Kenski (2010) and Camargo and Daros (2018). It was possible to deduce from this study the change in the pedagogical practice of training professionals in higher education to the use of new technologies. With the overwhelming pandemic and the imposition of remote education, difficulties prevail both on the part of students and professionals with regard to the use of educational technologies to teach and learn.

Palavras-chave : Pedagogical Practice; Information and Communication Technologies; Literacy.

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