A docente-ciborgue constituída durante o ensino remoto emergencial

Datos Bibliográficos

ID11142733
AutoresFernanda Longo (0000-0002-0925-1303), Fernanda Wanderer (0000-0002-8198-7104)
Año2025
Volumen34
Númerojan/dez
Páginas161-184
Fecha de publicación2025-04-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaRevista de Educação Pública (JOURNAL)
Identificadores de la revistaISSN: 0104-5962 • E-ISSN: 2238-2097
EditorialRevista de Educacao Publica (PUBLISHER)
DOI10.29286/m5bfrb29
IdiomaPT
Referencias citadas10

This article is the result of research that aimed to investigate the teachings produced by teachers who taught in the Initial Years of the private education network in Porto Alegre (RS), during Emergency Remote Education (ERE). The theoretical ground that guided the study is composed of the tools of Michel Foucault's thinking. The empirical material consists of statements from 21 educators about their ways of teaching and planning classes during ERE. The analysis showed that ERE produced three forms of teaching, appointments as: protagonist teaching, re-inventive teaching and cyborg teaching, which remained aligned with the premises of neoliberalism

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