Banca de DEFESA: MARIA MARILANE MONTEIRO DE MOURA BEZERRA

CHALLENGES OF EMERGENCY REMOTE TEACHING: the contributions of resilience tutors for the initial training of teachers in the context of the Covid-19 pandemic.

Covid-19 pandemic; Emergency Remote Teaching; Trauma and Resilience; Resilience Tutor; Teacher Training.

The Emergency Remote Teaching (ERT) resulting from the Covid-19 pandemic required the migration of classes from face-to-face to remote mode, a fact that highlighted the importance of discussions about the role of the teacher, with the understanding that emotional aspects have the same relevance as cognitive aspects, and that they should also be considered in teacher training. Based on this understanding, it was sought to investigate the possibilities and limitations of resilience tutoring by teacher trainers in the initial training of chemistry undergraduates at CAA - UFPE, in the context of ERT. In order to get to know this reality better, the general objective was to understand the contributions of teachers, resilience tutors, to the initial training of teachers majoring in Chemistry, through the adversities of Emergency Remote Teaching in the context of the Covid-19 pandemic. The theoretical contribution for the research on resilience and resilience mentoring were the conceptions of Viktor Frankl (1985), Boris Cyrulnik (2004, 2005, 2015); Yunes, Fernandes e Weschenfelder (2018). In order to understand the context of ERT, there were sought the contributions of Moreira, Henriques e Barros (2020), Silva, Silva Neto e Santos (2020) e Barros (2020), among others. We reflect on teacher training based on authors such as Freire (2018), Nóvoa e Alvim (2021), Pimenta (2011) e Perrenoud (2000). In order to answer these concerns mentioned above, it was chosen a qualitative study in which semistructured interviews were conducted with chemistry undergraduates at CAA-UFPE. The narratives obtained at this stage were analyzed under the aegis of Discourse Analysis in it’s French approach, as described by Orlandi (2005), with a view to grasping the possible meanings of the experiences in this context. From the students reports, it was noticed that some of them were not familiar with the concept of resilience, although the majority considered themselves to be resilient and believe in the contribution of affective bonds between teachers and students to the constitution of students resilience processes. About ERT, some of the speeches emphasized the negative aspects, others indicated more positive perceptions, a fact that refers to personal singularities when faced with a given situation. Regarding the development of bonds between teachers and students in the context of the ERT, in general, the speeches point to the establishment of affective bonds with some teachers, despite the perception of hierarchies and/or power relations permeating these experiences. Based on these experiences and meanings, it is considered that, despite the difficulties faced by teachers and students, there was an awareness on the part of teachers who moved to adapt their practices to support the student group in this moment of crisis. Lastly, it can be understood that the students who managed to establish bonds with their teachers found support and felt motivated, which, according to Cyrulnik's perspective, can be seen as a reflection of resilient mentoring processes.