PEDAGOGICAL TRAINING IN DIALOGICAL LEARNING: CONTRIBUTIONS TO TEACHER TRAINING IN TIMES OF SOCIAL DISTANCE

Abstract

This article presents results of research developed from the training course in Dialogic Learning offered remotely, during the period of social distancing caused by the COVID-19 pandemic, with a specific focus on teacher education. The research was carried out through an electronic form filled in by the course participants, reports and a communicative focus group, carried out after the end of the course. The objective was to understand the impact of the training course in Dialogic Learning on the theoretical and practical knowledge of teachers and its relationship with coping with social isolation. Based on the framework of Communicative Methodology, the responses obtained were systematized in transforming and excluding elements in relation to the course's contributions to teacher training and to fighting the pandemic. As results, we highlight the instrumental dimension, the need for teacher training combined with scientific evidence, and the creation of meaning as transforming elements. The data also revealed that the lack of dialogue and the vertical structure of education systems are elements that distance teachers' pedagogical practices from better educational results. The elements identified as transforming provided support for the participants to seek answers to the problems faced in their professional and personal daily lives. We hope that this article contributes to the field of teacher education, promoting reflection on the need to align this training with studies produced by the international scientific community.