TEACHER TRAINING, TECHNOLOGIES, AND THE POST-PANDEMIC CHALLENGES 546 286

Abstract

This article discusses the use of technologies by teachers during the pandemic, in order to understand if any formative strategies were implemented in this context and how they proceeded with these 'new' ways of 'teaching.' For this purpose, the research aimed to 'listen' to five teachers through the WhatsApp Web tool about their technological methods for managing remote classes during the pandemic period. The study is based on KUHN's (2013) concepts of contemporary paradigms and possible anomalies in education, understanding that the pandemic scenario reinforced the use of technological tools, digital media, and the internet as a means to assist remote teaching. Then, it analyzes the formative processes adopted by the teachers to support pedagogical actions in both moments. We conclude in this study that the challenge for teachers in this context is to articulate pedagogical practices in the age of technologies, without diverting from the essential role of the teacher as a mediator and problematizer of knowledge, who enables critical engagement with what the internet and technologies offer