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Monological education and pandemic: the return of those who never went

Educational research into classroom discourse over the course of the last four decades has documented the prevalence of teacher talk and control; questions are predominantly closed or factual, students' responses often do not exceed three words, and teachers’ feedback is mainly about correctnes...

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Principais autores:	Camillo, Juliano, Gonçalves Lago, Leonardo, Rodrigues de Mattos, Cristiano
Formato:	Artigo
Idioma:	Português Inglês
Publicado em:	Universidade Tecnológica Federal do Paraná (UTFPR) 2022
Acesso em linha:	http://periodicos.utfpr.edu.br/rbect/article/view/14802
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id	peri-article-14802
recordtype	ojs
spelling	peri-article-148022024-04-30T22:36:02Z Monological education and pandemic: the return of those who never went Educação monológica e pandemia: o retorno dos que não foram Camillo, Juliano Gonçalves Lago, Leonardo Rodrigues de Mattos, Cristiano Educação Dialogue; Dialogical Education; Pandemics Diálogo; Educação Dialógica; Pandemia Educational research into classroom discourse over the course of the last four decades has documented the prevalence of teacher talk and control; questions are predominantly closed or factual, students' responses often do not exceed three words, and teachers’ feedback is mainly about correctness. However, there is increasing evidence that through dialogue students can learn more about the topic under study, retain the learning gains for longer times, and develop reasoning skills. These findings have been transformed into strategies to promote educational dialogues, making them richer and meaningful. Since this approach is not widely embraced in Brazilian public schools, we planned a classroom-based intervention focused on the development of teachers’ dialogic practices facilitated by a school-based teacher professional development program. In March of 2020, when the first workshop was ready to be conducted, the pandemic arrived in Brazil and demanded the closure of all schools. In this paper, we reflect on what happened to classroom dialogue during the pandemic. First, a brief review of the highly unequal conditions to access internet and computers, basic means of the new educational platform, is presented. Second, based on interviews with two teachers and data from the municipality, we discuss, through the lenses of dialogical education, the school practice during pandemic times and how teachers have been facing the situation and portraying solutions to interact with students. Finally, through our analysis of schooling in the pandemic, we propose an expansion of the notion of monologue and dialogue to include more than verbal interactions. We argue that the concrete conditions of pandemics promptly impose a monologic model of education, despite all teacher's efforts to promote more interactions and dialogue. A pesquisa educacional sobre o diálogo da sala de aula ao longo das últimas quatro décadas documentou a prevalência da fala e do controle do professor. No entanto, há evidências crescentes de que, por meio do diálogo, os alunos podem aprender mais sobre o tema em estudo, reter os ganhos de aprendizagem por mais tempo e desenvolver habilidades de raciocínio. Esses achados se transformaram em estratégias de promoção de diálogos educativos, tornando-os mais ricos e significativos. Como essa abordagem não é amplamente adotada nas escolas públicas brasileiras, planejamos uma intervenção escolar com foco no desenvolvimento de práticas dialógicas dos professores, promovida por um programa de formação de professores. Em março de 2020, quando a primeira oficina estava pronta para ser realizada, a pandemia chegou ao Brasil e exigiu o fechamento de todas as escolas. Neste artigo, refletimos sobre o que aconteceu com o diálogo em sala de aula durante a pandemia. Em primeiro lugar, apresentamos uma breve revisão das condições altamente desiguais de acesso à internet e aos computadores, meios básicos da nova plataforma educacional. Em segundo lugar, a partir de entrevistas com dois professores, analisamos por meio da Teoria da Atividade, a prática escolar em tempos de pandemia, como os professores têm enfrentado a situação e elaborado soluções para interagir com os alunos. Finalmente, propomos uma ampliação da noção de monólogo e diálogo para incluir mais do que interações verbais. Argumentamos que apesar de todos os esforços do professor para promover mais interações e diálogo, as condições concretas das pandemias impuseram prontamente um modelo monológico de educação. Universidade Tecnológica Federal do Paraná (UTFPR) Teachers Colleges, Columbia University Lemann Foundation 2022-04-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/14802 10.3895/rbect.v15n1.14802 Revista Brasileira de Ensino de Ciência e Tecnologia; 2022: Edição Especial “Researching Teaching and Learning: An Equity Imperative for Teacher Education”. Teachers College - Columbia University e Fundação Lemann 1982-873X 10.3895/rbect.v15n1 por eng http://periodicos.utfpr.edu.br/rbect/article/view/14802/pdf http://periodicos.utfpr.edu.br/rbect/article/view/14802/pdf_1 http://periodicos.utfpr.edu.br/rbect/article/downloadSuppFile/14802/2431 Direitos autorais 2022 CC-BY http://creativecommons.org/licenses/by/4.0
institution	Universidade Tecnológica Federal do Paraná
collection	PERI
language	Português Inglês
format	Artigo
author	Camillo, Juliano Gonçalves Lago, Leonardo Rodrigues de Mattos, Cristiano
spellingShingle	Camillo, Juliano Gonçalves Lago, Leonardo Rodrigues de Mattos, Cristiano Monological education and pandemic: the return of those who never went
author_sort	Camillo, Juliano
title	Monological education and pandemic: the return of those who never went
title_short	Monological education and pandemic: the return of those who never went
title_full	Monological education and pandemic: the return of those who never went
title_fullStr	Monological education and pandemic: the return of those who never went
title_full_unstemmed	Monological education and pandemic: the return of those who never went
title_sort	monological education and pandemic: the return of those who never went
description	Educational research into classroom discourse over the course of the last four decades has documented the prevalence of teacher talk and control; questions are predominantly closed or factual, students' responses often do not exceed three words, and teachers’ feedback is mainly about correctness. However, there is increasing evidence that through dialogue students can learn more about the topic under study, retain the learning gains for longer times, and develop reasoning skills. These findings have been transformed into strategies to promote educational dialogues, making them richer and meaningful. Since this approach is not widely embraced in Brazilian public schools, we planned a classroom-based intervention focused on the development of teachers’ dialogic practices facilitated by a school-based teacher professional development program. In March of 2020, when the first workshop was ready to be conducted, the pandemic arrived in Brazil and demanded the closure of all schools. In this paper, we reflect on what happened to classroom dialogue during the pandemic. First, a brief review of the highly unequal conditions to access internet and computers, basic means of the new educational platform, is presented. Second, based on interviews with two teachers and data from the municipality, we discuss, through the lenses of dialogical education, the school practice during pandemic times and how teachers have been facing the situation and portraying solutions to interact with students. Finally, through our analysis of schooling in the pandemic, we propose an expansion of the notion of monologue and dialogue to include more than verbal interactions. We argue that the concrete conditions of pandemics promptly impose a monologic model of education, despite all teacher's efforts to promote more interactions and dialogue.
publisher	Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate	2022
url	http://periodicos.utfpr.edu.br/rbect/article/view/14802
_version_	1805535418114899968
score	10,814766

Monological education and pandemic: the return of those who never went

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