Atuação docente dos egressos do curso tecnologias digitais e metodologias ativas no contexto do ensino online emergencial da Universidade Federal de Alagoas

Abstract

This thesis aimed to analyze the teacher training of graduates from the Digital Technologies and Active Methodologies (DTMA) program in the context of Emergency Online Education (EOE), implemented before and during the Covid-19 pandemic by the Federal University of Alagoas (UFAL). The research sought to understand the pedagogical practices developed, the challenges faced, and the contributions of the DTMA program to teachers' performance in the emergency setting, specifically problematizing: What are the contributions of the TDMA course to the pedagogical practice of graduating teachers during their work during the EOE period? A qualitative approach was adopted, using a case study method, with narrative interviews conducted with graduate teachers, document analysis of the course projects, and questionnaires administered to participants. Data analysis was carried out using Bardin's content analysis technique, allowing for the identification of patterns and trends in teachers' discourse regarding their training and pedagogical practice. The results suggested that, although the DTMA program training provided teachers with the development of digital and methodological competencies, it was not sufficient to fully meet the demands of EOE. Factors such as teachers' resistance to change and the lack of continuous support after completing the program limited the effectiveness of adopting Information and Communication Digital Technologies (ICT) and active methodologies in EOE. Some strategies, such as flipped classrooms and problem-based learning, showed potential to engage students, although inequality in technology access was a significant obstacle. The final considerations of the research indicate the need to improve and expand the training offered by the DTMA program, ensuring greater continuous support and development of pedagogical competencies, with a focus on preparing teachers to handle emergency situations in the future. Recommendations include increasing the program's workload, making teaching formats more flexible, and implementing policies that foster collaboration and experience exchange among teachers; however, issues remain that require future investigations to assess the effectiveness of these interventions.