Teaching practices in a context of adapting to Emergency Remote Teaching: contributions from Cybereducation with digital videos

Abstract

The post-pandemic context has shed light on the urgency of continuing education actions that are concerned with teaching with digital technologies (TD) and fundamentally provide a critical reflection on teaching experiences in this context. The objective of this article is to reflect on the teaching practices of the participants of a training course in the process of adaptation to Emergency Remote Teaching (ERE) and on the contributions of Cybereducation in this process. The course took place at IFSP/Hortolândia (SP) and was adapted to ERE. Narrative research was adopted and focused on the participation of three teachers in a task that involved the production of a mathematical activity with video. Data analysis was anchored in the assumptions of Cybereducation and cultural practices, in the light of complexity. The training actions based on Cybereducation contributed to the organic dynamics of a complex system and to the process of (re)constitution of the participants' teaching cultural practices.