A formação docente para o ensino remoto emergencial em uma Instituição Pública de Ensino Superior: o uso do podcast como ferramenta ativa de aprendizagem.

Abstract

Emergency remote education is an imminent challenge for teachers of Public Institutions of Higher Education because it requires digital skills that were not always part of its formative process. Training practices were integrated in the transition phase of public HEIs in order to mobilize in their faculty the awakening to the development of these competencies and skills essential to the remote teaching process. Thus, this article portrays, through a case study, the teacher training process in a public HEI through the use of the podcast tool. Through the teachers' perception of the experiences offered in the course, the article will answer four questions about this moment: who are we? How do we live? What did it mean? What will we do?. Most of the students were women, aged 36-45 years, with average ability with the use of digital resources. Through experiences offered by the podcast course, they were able to reflect on active practices in the perspective of the use of podcast in the active perspective of learning. The most common feelings experienced throughout the course were curiosity, awakening to autonomy (willingness to do) and joy. The practices experienced demonstrated how much the affective character has that is more than present in remote emergency teaching in order to ensure the permanence of this student in remote teaching, as well as meaningful learning. Future work should invest in the experience report of both students and teachers regarding the practices offered in the semester of emergency remote education.