Relação professor e estudante em aulas remotas na Universidade Estadual de Feira de Santana: uso das TIC na pós-graduação

Abstract

This paper deals with the relationship between teacher and graduate student, using Communication and Information Technologies - ICT, during social distance. The professional identities of postgraduate professors are revealed, due to the challenge of teaching remote classes at the university. Thus, we sought to identify which activities and which technological resources were used during remote classes, in addition to mapping the main difficulties that teachers had and how the difficulties during remote classes were mitigated. The present work has as general objective to understand, from the point of view of the teachers, the relationship between teacher and student in the postgraduate courses of the State University of Feira de Santana - UEFS and its relation with the ICT. The present study was based on the epistemological basis of qualitative research, as it excelled at unveiling the meanings found in the information, enabling interpretive wealth to understand and explore the phenomena. It is anchored in the narratives, since they offer us the opportunity to reveal the personal and professional identities that help us to know experiences, given that, from the narratives, the stories can be told and give meaning to life, in addition to causing changes in the way we see ourselves and how we see others. In this research, a theoretical discussion is made based on the main studies regarding concepts about ICT, education, university teaching, teacher-student relationship. The results point to a recognition, on the part of teachers, of the importance of ICT in the training of graduate students, who see ICT as a set of potentials and limitations. In general, teachers have instrumental mastery of ICT. In the research, it was possible to identify the main tools used by teachers in remote classes, and how teachers moved to experience new ways of working and new channels of communication. Through this research, it was possible to understand how the relationship between teacher and student took place during the period when remote activities were developed using ICT, at UEFS, generating a continuous reflection that led those involved to rethink not only in pedagogical practices, but also in the relationship with the students.