COLLECTIVE PEDAGOGICAL WORK CLASSES (CPWC):

Digital Literacy And Teacher Training In Pandemic

Abstract

This article aims to focus on the analyze the training promoted in collective work meetings, and how these contributed, according to the teacher's perspective, to strengthen, enrich and support these professionals for the challenges caused by the pandemic context, in the digital age. To this end, we analyzed the first impacts arising from the contexto of the Covid-19 pandemic related to teacher’s digital literacy, as well as the strategies used, the main difficulties faced and advances in relation to the handling of these resources. We took the research of bibliographic analysis based on the main strands of theoretical foundation to try to understand these transformations. To this end, we will use a methodology with a qualitative approach and bibliographic nature (Prodanov and Ernani, 2013); (Ludke & André, 2018). For this, we will rely on the theoretical contribution of (Castlls, 2021); (Freitas, 2010) and (Pretto; Bonilla, Sena, 2020). The main changes analyzed in the light of technological transformations will be analyzed and how Basic Education teachers managed to interact in the moments of ATPC pedagogical work class so that the in-service training of these professionals was not harmed or stagnated due to the damage caused by the Pandemic context.  The results point to the breaking of paradigms and the use of digital technologies that until then the school still resisted using as a tool for training and continuation of studies.