LEARNING AND COLLABORATIVE WORK THROUGH EMERGENCIAL REMOTE TEACHING (ERT): TRAINING TEACHING IN COVID-19 TIMES AT THE STATE OF RONDONIA

ABSTRACT

The present research investigated, from the perceptions of (denominated) articulating teachers of a continuing formative teacher process carried out in Rondonia State, by Emergency Remote Teaching, learnings, difficulties and the incidence of Collaborative Work (CW). The Vygotskian perspective on the importance of the other for learning process and the systematizations of CW by Costa and Damiani were adopted. The data, collected through online questionnaire and participant observation, analyzed through discursive textual analysis, suggest that the most relevant learnings were those related to the use of technologies;the content about BNCC was also mentioned by them, but with less incidence;the main adversities pointed out were the precarious internet in the cities and the teachers difficulties on the use of emerging technologies;most of them (82%) answered that there were CW activities during the training, highlighting key-expressions such as teamwork, mutual help, shared leadership, dialogue, exchange of experiences and collective learning.