Teaching in critical times: the creation of a podcast for the promotion of teachers’ critical dialogue in the context of the covid-19 pandemic

Authors

DOI:

https://doi.org/10.5380/atoz.v9i2.76147

Keywords:

Podcast, Critical pedagogy, Public pedagogy, Critical dialogue

Abstract

Introduction: Considering the challenges brought by the Covid-19 pandemic to the educational scenario, the Teaching in Critical Times podcast was created aiming at contributing to the process of reflection-action by promoting spaces of critical dialogue among educators. Method: Nine episodes were produced and distributed online through free streaming platforms, in which educators from different areas and with different professional backgrounds participated, discussing themes considered relevant to the current context. Results: The podcast seems to have promoted spaces for critical dialogue not only through discussion among the episode participants but also through critical reflection from the audience, which may indicate impacts the project has had on the development of critical consciousness. Conclusions: The project seems to emphasize the importance of Critical Pedagogy and Public Pedagogy in promoting citizen science, that is, in the development of scientific knowledge that is collective, contextualized, political and reflexive, derived from the critical process of reflection-action.

Author Biographies

Priscila Fabiane Farias, Universidade Federal de Santa Catarina - UFSC, Florianópolis, SC, Brazil

Bacharel e Licenciada em Letras/Inglês e Literaturas Correspondentes pela Universidade Federal de Santa Catarina. Mestre em Inglês: Estudos Linguisticos e Literários pela Universidade Federal de Santa Catarina. Doutora em Estudos da Linguagem pela Universidade Federal de Santa Catarina, com estágio doutoral pela University of Hawaii - Manoa, como bolsista Capes/Fulbright. É Professora Adjunta A1 lotada no Departamento de Metodologia do Ensino, do Centro de Ciências da Educação, na Universidade Federal de Santa Catarina. Atua nas áreas de Letras, com ênfase em Língua Inglesa, Linguística Aplicada Crítica, Pedagogia Crítica, Letramento Crítico, Aprendizagem e Ensino e Formação de Professores. Faz parte do Grupo de Pesquisa AQUILES: Aquisição de Inglês como Língua Estrangeira: Questões teóricas, pedagógicas e de metodologia de pesquisa.

Leonardo da Silva, Instituto Federal de Santa Catarina - IFSC, Florianópolis, SC, Brazil

Professor do Instituto Federal de Santa Catarina (IFSC), Câmpus São José. Doutor pelo Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários (UFSC) com concentração em Estudos da Linguagem. Mestre em Estudos Culturais pelo mesmo programa e Licenciado em Letras/Inglês e Literaturas (UFSC). Tem experiência no ensino de língua inglesa e de português como língua estrangeira, e seus interesses incluem: a abordagem baseada em tarefas, a Pedagogia Crítica no ensino de línguas, e questões de identidade (raça, classe, gênero, sexualidade, deficiência, geração) nos campos da Literatura e da Linguística Aplicada

References

Burdick, J., & Sandlin, J. A. (2010). Inquiry as answerability: toward a methodology of discomfort in researching critical public pedagogies. Qualitative Inquiry, 16(5), 349–360. doi: 10.1177/1077800409358878.

Crookes, G. (2013). Critical ELT in action: foundations, promises, praxis. New York, NY: Routledge.

Chun, C. W. (2019). The intersections between critical pedagogy and public pedagogy: Hong Kong students and the Umbrella Movement. In M. E. López-Gopar (Ed.), International Perspectives on English Language Teaching (pp. 79–99). Cham, Switzerland: Palgrave Macmillan.

Fundação Carlos Chagas. (2020). Pesquisa: Educação escolar em tempos de pandemia na visão de professoras/es da Educação Básica. Recuperado de https://www.fcc.org.br/fcc/educacao-pesquisa/educacao-escolar-em-tempos-de-pandemia-informe-n-1

Farias, P. F., & Silva, L. (2020). “I’m Gonna Leave You With The Backlash Blues”: uma análise acerca da concepção do ensino de Língua Inglesa da base nacional comum curricular sob o viés da Pedagogia Crítica. Revista e-Curriculum, 18(1), 137-157. doi: 10.23925/1809-3876.2020v18i1p137-157

Freire, P. (1970). Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Inc.

Hooks, B. (1994). Teaching to transgress: education as the practice of freedom. New York: Routledge.

Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.

Silva, L., & Farias, P. F. (no prelo). Ensino em tempos críticos: as implicações de um podcast sobre ensino para a promoção do diálogo crítico e da práxis docente.

Downloads

Published

2020-12-21

How to Cite

Farias, P. F., & Silva, L. da. (2020). Teaching in critical times: the creation of a podcast for the promotion of teachers’ critical dialogue in the context of the covid-19 pandemic. AtoZ: Novas práticas Em informação E Conhecimento, 9(2), 229–233. https://doi.org/10.5380/atoz.v9i2.76147

Issue

Vol. 9 No. 2 (2020): jul./dez.

Section

Thematic Dossier - Interdisciplinary Informational Practices in the Context of Coronavirus (COVID-19): Short Paper

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