Crossings in university teaching in the context of the pandemic

Pedagogical innovations in question

Abstract

The objective of this article is to present an analysis of the process of reflection-action of teachers in the context of the SarsCov 2 pandemic and, to this end, we compare some educational policies and practices of teacher training developed in the Faculty of Education and other spaces of the Fluminense Federal University. We conduct research in action and about action, experiencing intercultural and interdisciplinary dialogues to understand, produce and intervene in university educational culture. The debate led us to collectively define democratic, innovative, intercultural and interdisciplinary strategies. The analysis of the conjuncture and the didactic-methodological resizing demanded, predominantly virtual, made us conclude that between crossings, the construction of intersubjective actions boosted instituting and insurgent actions in the face of the tensions of a time of human suffering that required us to build strategies to, in this collective action, celebrate and value life. For writing, we adopted a descriptive-analytical perspective, historicizing some of the processes of participatory and dialogical self-organization.