READER TRAINING IN FIELD EDUCATION IN PANDEMIC TIMES: CHALLENGES AND POSSIBILITIES IN THE CONTEXT OF INFORMATION AND COMMUNICATION TECHNOLOGIES (Atena Editora)

Abstract

The COVID-19 pandemic caused significant changes to the educational field, such as the suspension of face-to-face classes in the country, starting in March 2020. The effects of the pandemic caused a lot of discomfort, due to the fact that educational work is linked to human relations, because the pedagogical act is made of interaction and sharing. And despite the benefits of technologies, the configuration of educational practice itself, which is characterized by human and collective relationships, was at risk. Difficulties in accessing technologies were factors that generated reflection on access to technology and articulation of adaptation, updating and production of means for reader training, especially in rural education. There were many challenges to pedagogical practice, provoking reflection and discussion about the role of peasant teachers in line with liberating pedagogy as a guide for the educational processor. Therefore, we are faced with new formats of exclusion and confrontations that take into account not only the reading the world and reading writing (FREIRE, 1996), but also digital reading. The objective of the text is to problematize the process of reader training in this context and after the pandemic, recognizing students as builders of knowledge and ingenuity arising from their experiences in the field. To this end, the present exploratory and qualitative study of a critical-reflective nature consists of an experience report from the Escola Municipal Fazenda São Miguel, in the municipality of Ipojuca -PE, on the process of reader training in the field, through the collection of data from the diary of board, inspired by the Freirian method. Given the above, the research presents itself in a double dimension, theoretical and empirical, which aims to highlight the challenges and possibilities in the context of integration of Information and Communication Technologies, with regard to pedagogical practices in rural education.