Análise da formação do pedagogo: uma relação entre teoria e prática a partir de um aplicativo integrando saúde e educação em tempos de covid-19

Abstract

Teacher training is an objective of undergraduate courses and especially Pedagogy courses that seek to contemplate the theoretical and practical aspects of the educational field. Thinking about it, through the development of an extension project that integrated health and education during the pandemic caused by Covid-19 and consisted in the development of an application that contributed to the realization of the teaching-learning processes, the present investigation sought to analyze how the The practice of an extension project to combat Covid-19 helped to educate the educator. Therefore, this study sought to answer the following question: how did the development activities of an extension project to combat Covid-19 collaborate with the education of the educator? The present investigation is part of a qualitative approach of the descriptive type, the procedures used are characteristic of the research formation and the investigative processes culminated in the realization of a phenomenological study. A theoretical study was carried out by means of printed and digital bibliography, followed by the records of the research diary, the didactic materials developed during the realization of the project and the dialogues obtained via WhastApp and Google Meet. The data collected from the description of the events during the development of the project were analyzed based on the theoretical study in order to enable the comprehension of the contributions of the extension project to the formative processes of the researcher, subject of her own research. The results of this investigation showed that the virtual meetings provided the adoption of a new way of communicating, relating, processing and managing information through digital technologies. In addition, the project enabled cognitive, social and affective experiences as well as personal and purpose directed experiences that allowed the understanding that pedagogical training goes beyond the disciplines indicated in the curricular guidelines and the course's pedagogical project (CPP).