Pub Date : 2022-01-01DOI: 10.21723/riaee.v17iesp.2.16983
A. Cechinel, R. R. Mueller
This article intends to discuss educational memories in pandemic times based on the analysis of a recent phenomenon, namely, the growing algorithmic control of teaching and education. In a few words, the Covid-19 pandemic served and has served the purpose of producing an alignment between, on the one hand, the so-called attentional capitalism and its production and permanent accumulation of stimuli and data, and, on the other hand, the institutional space of educational practices, until recently thought of in terms of relative autonomy and self-centeredness. In order to defend this thesis, the article is divides into two moments: first, it points out the emergence of an uncomfortable figure for the field of education, the educational double or Doppelganger;after that, it discusses the increasingly solid link between algorithmic management and education. What is intended to demonstrate, in short, is that education constitutes a fertile field for the accumulation of data and the production of stimuli according to the demands of capitalism today, and that the Covid-19 pandemic has served to accelerate a process of acclimatization and field control already in course.
{"title":"Algorithmic Teaching Management and Education in Times of Uncertainty","authors":"A. Cechinel, R. R. Mueller","doi":"10.21723/riaee.v17iesp.2.16983","DOIUrl":"https://doi.org/10.21723/riaee.v17iesp.2.16983","url":null,"abstract":"This article intends to discuss educational memories in pandemic times based on the analysis of a recent phenomenon, namely, the growing algorithmic control of teaching and education. In a few words, the Covid-19 pandemic served and has served the purpose of producing an alignment between, on the one hand, the so-called attentional capitalism and its production and permanent accumulation of stimuli and data, and, on the other hand, the institutional space of educational practices, until recently thought of in terms of relative autonomy and self-centeredness. In order to defend this thesis, the article is divides into two moments: first, it points out the emergence of an uncomfortable figure for the field of education, the educational double or Doppelganger;after that, it discusses the increasingly solid link between algorithmic management and education. What is intended to demonstrate, in short, is that education constitutes a fertile field for the accumulation of data and the production of stimuli according to the demands of capitalism today, and that the Covid-19 pandemic has served to accelerate a process of acclimatization and field control already in course.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81588709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i3.14899
C. Furtado, L. D. Sanches, I. P. Zagonel
This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's metodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking.
{"title":"Significance of Faculty Development for Higher Education in Health: Social Representations","authors":"C. Furtado, L. D. Sanches, I. P. Zagonel","doi":"10.21723/riaee.v17i3.14899","DOIUrl":"https://doi.org/10.21723/riaee.v17i3.14899","url":null,"abstract":"This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's metodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84650206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i3.16330
S. Gomes, G. Zen, C. D'Avila
Covid-19 pandemics has been affecting the educational systems and the universities, intervening in the organization of academic work in the undergraduate courses. In the context, Emergency Remote Teaching (ERT) has been adopted by the universities in order to minimize the losses on the teaching-learning process in the period of social isolation. Given that fact, this paper presents results of a research that aimed at analysing the teaching of didactics, in the period of social isolation, problematizing challenges, tensions and possibilities in face of the pedagogical work mediated by digital technology in the context of the pandemics. Regarding methodology, it if an exploratory study of quantitative and qualitative approach. The results indicated absence of effective interaction between students and teaches, caused by the lack of material conditions and by the limited access to quality internet. The students highlighted still the importance of presence teaching to preserve the quality of the teaching-learning process at the university.
{"title":"Challenges and Perspectives of Teaching Didactics Curricular Component during Covid-19 Pandemics","authors":"S. Gomes, G. Zen, C. D'Avila","doi":"10.21723/riaee.v17i3.16330","DOIUrl":"https://doi.org/10.21723/riaee.v17i3.16330","url":null,"abstract":"Covid-19 pandemics has been affecting the educational systems and the universities, intervening in the organization of academic work in the undergraduate courses. In the context, Emergency Remote Teaching (ERT) has been adopted by the universities in order to minimize the losses on the teaching-learning process in the period of social isolation. Given that fact, this paper presents results of a research that aimed at analysing the teaching of didactics, in the period of social isolation, problematizing challenges, tensions and possibilities in face of the pedagogical work mediated by digital technology in the context of the pandemics. Regarding methodology, it if an exploratory study of quantitative and qualitative approach. The results indicated absence of effective interaction between students and teaches, caused by the lack of material conditions and by the limited access to quality internet. The students highlighted still the importance of presence teaching to preserve the quality of the teaching-learning process at the university.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72571433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i2.15447
K. B. M. De Melo, C. Gama
We socialize the pedagogic experience developed during the 20 hour extension course "Current state of curricular reforms in Brazil", from 5 to 26 of August of 2020 at Universidade Federal de Alagoas (UFAL). The main objective is to investigate the curricular reforms currently at course through discussions about its fundamentals and repercussions under the historical-critical pedagogy scope. The course students was composed of students and technicians of the basic education, teachers of basic and college education. All on-line interactions happened in the Google Meet Platform. Students were evaluated using Google Form, both tools were used tin the evaluations of the possibilities end limits of the completed course. We concluded that it the main objective of the course was achieved despite the hurdles caused by SARS-COV-2.
{"title":"Curricular Reforms in Brazil: Limits and Possibilities of an Extension Course Offered during the Pandemic","authors":"K. B. M. De Melo, C. Gama","doi":"10.21723/riaee.v17i2.15447","DOIUrl":"https://doi.org/10.21723/riaee.v17i2.15447","url":null,"abstract":"We socialize the pedagogic experience developed during the 20 hour extension course \"Current state of curricular reforms in Brazil\", from 5 to 26 of August of 2020 at Universidade Federal de Alagoas (UFAL). The main objective is to investigate the curricular reforms currently at course through discussions about its fundamentals and repercussions under the historical-critical pedagogy scope. The course students was composed of students and technicians of the basic education, teachers of basic and college education. All on-line interactions happened in the Google Meet Platform. Students were evaluated using Google Form, both tools were used tin the evaluations of the possibilities end limits of the completed course. We concluded that it the main objective of the course was achieved despite the hurdles caused by SARS-COV-2.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78552130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17iesp.2.15895
A. S. da Silva, G. O. Canarim, S. M. Teixeira
The present article investigates the question of the emergent condition of education in pandemic times, especially regarding the meaning of the (im)possibilities of subjective formation. Meanwhile, we outline some elements of the educational implications of the pandemic scenario of the new coronavirus. In this way, we outline a diagnosis of the social and educational transformations in the current context and discuss how this indicates something about the processes of subjective formation. The research is bibliographic, with aspects of integrative review. Thus, we bring to the text authors that we have already been studying, for an interlocution with new commentators, who bring elements of contextualization to form a panorama of the current educational scenario. In this way, we understand that the recrudescence of the educational situation is a sign of the advance of a more serious and severe situation globally established. A social and civilizing condition, greatly aggravated, by the social, ethical and economic-political model, which permeates all dimensions in our contemporary world (which, consequently, has strong impacts on the possibilities of subjective formation).
{"title":"(Im) Possibilities of Subjective Formation: Educational Weightings in Pandemic Times","authors":"A. S. da Silva, G. O. Canarim, S. M. Teixeira","doi":"10.21723/riaee.v17iesp.2.15895","DOIUrl":"https://doi.org/10.21723/riaee.v17iesp.2.15895","url":null,"abstract":"The present article investigates the question of the emergent condition of education in pandemic times, especially regarding the meaning of the (im)possibilities of subjective formation. Meanwhile, we outline some elements of the educational implications of the pandemic scenario of the new coronavirus. In this way, we outline a diagnosis of the social and educational transformations in the current context and discuss how this indicates something about the processes of subjective formation. The research is bibliographic, with aspects of integrative review. Thus, we bring to the text authors that we have already been studying, for an interlocution with new commentators, who bring elements of contextualization to form a panorama of the current educational scenario. In this way, we understand that the recrudescence of the educational situation is a sign of the advance of a more serious and severe situation globally established. A social and civilizing condition, greatly aggravated, by the social, ethical and economic-political model, which permeates all dimensions in our contemporary world (which, consequently, has strong impacts on the possibilities of subjective formation).","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72893269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i2.15312
E. C. D. Kawachi, A. Ecar
This article sought, through literature review, to present the advance of fake news and how misinformation and lack of prior knowledge affect the routine of individuals and interfere with the health of the population. Although health subjects are not part of the curriculum of many Educacao Profissional e Tecnologica (EPT) courses, it is important to question how certain events interfere in the school community and how the school and the teacher can use fake news in a didactic way with scientific knowledge, to train citizens with new competencies and skills that are in demand in the labor market today. The concern arises at the time of the pandemic, when people worldwide are learning to live with a new routine, imposed by COVID-19. We start from this contextualization to propose the epistemology of the active methodology, based on projects, which considers as presuppositions for learning, real situations having life and events as context and this allows the student to research and reflect, leading to the development of new competencies and skills.
{"title":"Health, Fake News and Teaching in Professional and Technological Trainning","authors":"E. C. D. Kawachi, A. Ecar","doi":"10.21723/riaee.v17i2.15312","DOIUrl":"https://doi.org/10.21723/riaee.v17i2.15312","url":null,"abstract":"This article sought, through literature review, to present the advance of fake news and how misinformation and lack of prior knowledge affect the routine of individuals and interfere with the health of the population. Although health subjects are not part of the curriculum of many Educacao Profissional e Tecnologica (EPT) courses, it is important to question how certain events interfere in the school community and how the school and the teacher can use fake news in a didactic way with scientific knowledge, to train citizens with new competencies and skills that are in demand in the labor market today. The concern arises at the time of the pandemic, when people worldwide are learning to live with a new routine, imposed by COVID-19. We start from this contextualization to propose the epistemology of the active methodology, based on projects, which considers as presuppositions for learning, real situations having life and events as context and this allows the student to research and reflect, leading to the development of new competencies and skills.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76569400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17iesp.2.16984
M. Braz, S. Moneo, T. Lleixà
This article deals with the topic of teaching in the training of Physical Education teachers in pandemic times, Covid-19, in Spain. For that, we will take care of reflecting on the alternative methodological strategies to the classes of physical-sports practice, in the transition from presential teaching to semi-presential or not presential teaching. Three will be the key topics in the foundation: a) Practical knowledge in the training of Physical Education teachers;b) Virtual environments and information and communication technologies in the training of Physical Education teachers;c) School Physical Education in times of Covid-19. Finally, we have made a reflection regarding the subjectivity of teaching activity in pandemic times.
{"title":"From Presential Teaching to Virtual Teaching: Reflections on Subjectivity in the Training of Physical Education Teachers in Pandemic Times","authors":"M. Braz, S. Moneo, T. Lleixà","doi":"10.21723/riaee.v17iesp.2.16984","DOIUrl":"https://doi.org/10.21723/riaee.v17iesp.2.16984","url":null,"abstract":"This article deals with the topic of teaching in the training of Physical Education teachers in pandemic times, Covid-19, in Spain. For that, we will take care of reflecting on the alternative methodological strategies to the classes of physical-sports practice, in the transition from presential teaching to semi-presential or not presential teaching. Three will be the key topics in the foundation: a) Practical knowledge in the training of Physical Education teachers;b) Virtual environments and information and communication technologies in the training of Physical Education teachers;c) School Physical Education in times of Covid-19. Finally, we have made a reflection regarding the subjectivity of teaching activity in pandemic times.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84942601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17iesp.2.16981
Rita de Cássia Gonçalves, Adriane de Quadros Sobanski
In the context of the Covid-19 pandemic, the challenges for the teaching of history found, in technology, new support, but also contradictions. With a new perspective on the teaching of the discipline, anchored in the theoretical field of Historical Education, the work based on the epistemology of History started to demand from historian teachers a practice in which the relationship with historical sources is fundamental. In this way, the idea of a historical source was further expanded, as the web contains an infinite number of materials that can be conceived as historical documents. In addition, the use of the internet as a means of interaction between different subjects in the schooling process presupposed a relationship in which technology needed to be redefined due to the possibility of support, but also ask for its influence as a disseminator of superficial and skeptical ideas regarding the scientific knowledge.
{"title":"Historical Education, Pandemics and History Teaching: Validation of Historical Knowledge in Internet/Revisionism Times","authors":"Rita de Cássia Gonçalves, Adriane de Quadros Sobanski","doi":"10.21723/riaee.v17iesp.2.16981","DOIUrl":"https://doi.org/10.21723/riaee.v17iesp.2.16981","url":null,"abstract":"In the context of the Covid-19 pandemic, the challenges for the teaching of history found, in technology, new support, but also contradictions. With a new perspective on the teaching of the discipline, anchored in the theoretical field of Historical Education, the work based on the epistemology of History started to demand from historian teachers a practice in which the relationship with historical sources is fundamental. In this way, the idea of a historical source was further expanded, as the web contains an infinite number of materials that can be conceived as historical documents. In addition, the use of the internet as a means of interaction between different subjects in the schooling process presupposed a relationship in which technology needed to be redefined due to the possibility of support, but also ask for its influence as a disseminator of superficial and skeptical ideas regarding the scientific knowledge.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75687297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i3.167671837
R. Benedito, S. Lucena
The COVID-19 pandemic, experienced since the beginning of 2020, forced us to live a physical distance and suspend face-to-face classes. This situation aggravated problems experienced by schools and universities. Showing the fragility of institutions not only in a structure that follows the advances of the 21st century, but also in teacher training. In this article we aim to discuss the pedagogical practices adopted in the pandemic period and present practices developed in the Mathematics Degree Course and in the Mathematics Pibid of the Federal University of Campina Grande (UFCG), in Cajazeiras, Paraiba. We present the use of the Padlet application as a teaching methodology in different contexts, encouraging student interaction and authorship. We can observe that many practices implemented for the continuity of classes bring a confusion of concepts and reproduction of traditional and content teaching practices. Interfaces like Padlet can boost creativity, authorship and co-authorship and interaction, principles of online education.
{"title":"The Padlet in Online Education of Degrees","authors":"R. Benedito, S. Lucena","doi":"10.21723/riaee.v17i3.167671837","DOIUrl":"https://doi.org/10.21723/riaee.v17i3.167671837","url":null,"abstract":"The COVID-19 pandemic, experienced since the beginning of 2020, forced us to live a physical distance and suspend face-to-face classes. This situation aggravated problems experienced by schools and universities. Showing the fragility of institutions not only in a structure that follows the advances of the 21st century, but also in teacher training. In this article we aim to discuss the pedagogical practices adopted in the pandemic period and present practices developed in the Mathematics Degree Course and in the Mathematics Pibid of the Federal University of Campina Grande (UFCG), in Cajazeiras, Paraiba. We present the use of the Padlet application as a teaching methodology in different contexts, encouraging student interaction and authorship. We can observe that many practices implemented for the continuity of classes bring a confusion of concepts and reproduction of traditional and content teaching practices. Interfaces like Padlet can boost creativity, authorship and co-authorship and interaction, principles of online education.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79892415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.21723/riaee.v17i2.15807
I. D. da Silva, C. M. Felício, P. V. Teodoro
In this text, we presented some analyzes and reflections on a Didactic Sequence developed with 25 high school students from a federal public institution, located in the Brazilian Midwest, during the period of Remote Education are presented. We opted for an adaptation of the Flipped Classroom (SAI, in Portuguese), alternating asynchronous moments in the Virtual Learning Environment with synchronous moments, through Google Meet. We work on dialogic strategies, aiming at student protagonism, based on forums and questions about the relationship between the veracity of information and scientific criteria. The students were instructed to seek reasons for the news broadcast referring to the new Coronavirus, Sars-Cov-2. From the research carried out, it was possible to infer that the structured didactic sequence allowed the creation of spaces for dialogicity, triggering actions of clash of ideas, refuting and arguing unreliable information and also enabling academic production (for example, some presentations to other students), on the part of students.
{"title":"Flipped Classroom and Digital Technologies: Didactic Possibility for Science Teaching in an Active Methodology Proposal","authors":"I. D. da Silva, C. M. Felício, P. V. Teodoro","doi":"10.21723/riaee.v17i2.15807","DOIUrl":"https://doi.org/10.21723/riaee.v17i2.15807","url":null,"abstract":"In this text, we presented some analyzes and reflections on a Didactic Sequence developed with 25 high school students from a federal public institution, located in the Brazilian Midwest, during the period of Remote Education are presented. We opted for an adaptation of the Flipped Classroom (SAI, in Portuguese), alternating asynchronous moments in the Virtual Learning Environment with synchronous moments, through Google Meet. We work on dialogic strategies, aiming at student protagonism, based on forums and questions about the relationship between the veracity of information and scientific criteria. The students were instructed to seek reasons for the news broadcast referring to the new Coronavirus, Sars-Cov-2. From the research carried out, it was possible to infer that the structured didactic sequence allowed the creation of spaces for dialogicity, triggering actions of clash of ideas, refuting and arguing unreliable information and also enabling academic production (for example, some presentations to other students), on the part of students.","PeriodicalId":44673,"journal":{"name":"Revista Ibero-Americana de Estudos em Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83116715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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