TEACHING AND TECHNOLOGY DURING THE PANDEMIC: EPISTEMOLOGICAL AND METHODOLOGICAL ISSUES FROM MAX WEBER

Abstract

After the COVID-19 pandemic, one of the marks left in education was the emergency use of Digital Information and Communication Technologies (DICT), we are faced with the need to establish a theoretical framework from a perspective of the classics of social sciences. . In this way, this study proposes to locate an epistemological and methodological framework that guides the analysis of the implications of the use of DICT by teachers in this period, based on the writings of Max Weber, specifically the text “Science as a Vocation”. This choice was due to the methodological individualism that differentiates it from the more structural views of the founders of sociology. Therefore, a dedicated study of the work was promoted, including the reading of several translations of it, to resolve doubts about interpretation, given the complexity of the text. With this knowledge in hand, we set out to refine and cut the scope of the research, whose area of observation is in the initial grades of elementary school in the municipal education network of Campo Grande-MS. It resulted in us finding in Weber issues related to specialization, intuition, meaning and passion and, from these concepts, we arrived at a model, which, starting out quantitatively, evolves into a qualitative analysis of meaning and meaning, that is, what started with a more technical vision and focused on technology, gradually migrated to the agent of action: the teacher and his specificities as a professional, considering his vocation to solve problems with a greater or lesser degree of difficulty, depending on the mastery of DICT he had in the occasion of the pandemic.