Ensino remoto: corporeidade (des)conectada na formação inicial de professores

Abstract

This research focuses on the following guiding question: how do professors from teacher training courses at the Federal University of Triangulo Mineiro (UFTM), Uberaba Campus, perceive the body of students in their remote classes? In this sense, our objective was to investigate how professors from undergraduate courses at UFTM perceive the phenomenon of students' body/corporeity in Remote Education. More specifically, we intend to investigate the meanings that professors attribute to the body of students in this teaching modality based on studies by Maurice Merleau-Ponty. In addition, we intend to identify which knowledge is mobilized by professors in Remote Education, using as a reference Maurice Tardif, Clermont Gauthier, Dermeval Saviani and Paulo Freire. Thereunto, we developed a qualitative research with a descriptive phenomenological approach. The construction of the empirical material was carried out through structured interviews and data analysis was carried out through Content Analysis: Technique of Elaboration and Analysis of Meaning Units (MOREIRA; SIMÕES; PORTO, 2005). Twelve professors participated in the survey, answering two generating questions: "What knowledge do you mobilize in your Remote Education classes to train teachers?" and “What is the place of the student's body in learning their subjects in Remote Teaching?”. As a result, we found didactic-curricular knowledge, disciplinary knowledge, professional training knowledge and, also, knowledge identified in Freire's work, which we understand to be related to Merleau-Ponty's studies on corporeity. We also found out that professors conceive the body in Remote Education as absent. We conclude that almost professors have been making attempts to insert students in their subjects in Remote Teaching. However, many of them are not sure if this interaction is corporeal and, thus, the dualism of body and mind is present. Therefore, we believe that it is necessary to insert theories related to corporeity in graduation courses, preparing future teachers for the development of a full-body practice. For this purpose, it is essential to develop continuing education courses, aimed at teachers of graduation courses, seeking to overcome the psychophysical dualism.