PUBLIC SCHOOL, TEACHER EDUCATION AND DIGITAL TECHNOLOGICAL TOOLS IN THE CONTEXT OF THE PANDEMIC

Abstract

This article is a brief qualitative study, with an analytical character, based on the reading of bibliographies and sociological analysis inspired by the perceptions of Bauman (2001, 2008a and 2008b). The theorists Bazzo & Andreatta-da-Costa (2019), Canário (2005), Kenski (2012), Sancho (2006) and Libâneo (2020) contribute to the discussion environment, intending to look at teacher training, both initial and continued, in a humanized perspective in view of their actions in and post-pandemic. Its purpose is to reflect the theme of teacher education confronted with the use of digital technological tools, in the current context of the pandemic. However, it is understood that: a) from the point of view of liquid-modern man, Brazilian education is configured as a product for the capitalist market, objectifying its practices in the agorist, fluid and liquidated time-space; b) there is a need to review pedagogical actions in the context of the pandemic; c) the Brazilian public school is challenged to train the faculty in order to make them aware of the use of digital technological digital tools; d) considering that humanizing actions are essential in the daily practices of public schools, reflective and dialogical spaces are relevant, giving rise to the continuity of school learning.