This chapter aims at presenting an overview of how our experiences as
professors of Spanish, French, and English studies at the Department of
Modern Languages (DML) of the University of São Paulo (USP) responded to the
challenges put forward by the pedagogical and technological practices
required since the outbreak of the COVID-19 health crisis, and the adoption
of measures of social isolation in the city of São Paulo, Brazil. Our
pedagogical practices are shared through a description of the institutional
context and our students’ narratives. The chapter is divided into three main
sections. The first one presents a brief overview of the institutional
context. The second briefly problematizes the decision-making process to go
fully online, and the challenges of the remote program. Section three
explores the experiences of the three professors and their students by
discussing pedagogical practices and students’ feedback. In conclusion, the
text discusses the lessons learned for future actions.
Este artigo relata um estudo que descreve e interpreta o fenômeno da formação crítico-reflexiva de professores mediada por filmes, com base na experiência vivida na disciplina A Escola no cinema: reflexão sobre a prática pedagógica a partir de filmes. A pesquisa foi fundamentada teoricamente nos trabalhos de Dewey, Schön, Freire e Vygotsky, entre outros, para compreender o papel dos filmes como signos mediadores no desenvolvimento críticoreflexivo do professor. Metodologicamente, a pesquisa se apoiou na Abordagem Hermenêutico-Fenomenológica (van Manen, 1990). A interpretação dos textos revela que o fenômeno em foco se estrutura em torno de quatro temas: Conceitos, Questionamentos, Buscas e Transformações.
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