This article reports the experience of the pedagogical consultants responsible for the curriculum development of Senac São Paulo courses when facing the emergency need to maintain the pedagogical process in their schools in the face of the Covid 19 pandemic. The urgent adjustment to distance education resulted in the improvement of the process and the adoption of new teaching and learning strategies mediated by technologies. The processes for preparing and providing guidelines for professional education courses were also readjusted. Thus, a bank of teaching-learning strategies linked to digital resources was developed, categorized and identified by their didactic-pedagogical potential, having as intersection a didactic planning based on learning objectives based on Bloom's taxonomy (revised), given its convergence with the competency approach adopted by Senac. Methodologically, a relationship was established between connectivity and digital networks and digital evolution in school environments, culminating in new paradigms and processes of educational communication and new trends in teaching and learning. As a result, teachers adhered to the use of digital tools in their practices, transposing face-to-face classroom methodologies and practices to online media, whose criticism was the use of ICTs in an instrumental way, reducing methodologies and practices to teaching only transmissive. There was recognition of the insertion of technology as a facilitator of the educational process in a non-palliative way and the development of a web curriculum, now and fully, carried out in contexts of ubiquity.

Authors:
Rosiris Domingues, Senac São Paulo, Brazil
Juliana Rodriguez, Senac São Paulo, Brazil
Cibele Neves, Senac São Paulo, Brazil
Patricia Masmo, Senac São Paulo, Brazil

About the Presenter(s)
Teacher Cibele Cavalheiro Neves holds a master’s Degree in Education, Curriculum from the Pontifical Catholic University of São Paulo, Brazil

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https://www.linkedin.com/in/cibele-cavalheiro-neves-735a01154

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