Este artigo configura-seum breve estudode cunho qualitativo, com caráter analítico, tendo aporte na leitura debibliografias enaanálisesociológica inspirada nas percepçõesde Bauman (2001, 2008a e 2008b). Os teóricosBazzo & Andreatta-da-Costa(2019), Canário (2005), Kenski (2012), Sancho (2006) e Libâneo (2020)contribuem para o ambiente da discussão tencionandoo olhar para a formação docente, tanto inicial quanto continuada, emperspectiva humanizada face as suas ações na e no pós-pandemia.Sua finalidade está emrefletir o tema da formação docente confrontada com ouso das ferramentas tecnológicasdigitais,mediante ocontextoatual da pandemia. No entanto,entende-se que: a) do ponto de vista do homem líquido-moderno, a educação brasileira se configurana condição de produto parao mercado capitalista, objetificandoassuaspráticas no tempo-espaço agorista, fluido e liquidado; b) hánecessidade de rever asações pedagógicas,no contexto da pandemia; c)a escola pública brasileira, recebe como desafioformar o corpo docente buscando sensibilizá-lopara o uso das ferramentas tecnológicasdigitais; d) considerandoque as ações humanizadoras são indispensáveisnas práticascotidianasda escola públicatorna-se pertinente os espaços reflexivos e dialógicos ensejando acontinuidade das aprendizagens escolares.
This article is a brief qualitative study, with an analytical character, based on the reading of bibliographies and sociological analysis inspired by the perceptions of Bauman (2001, 2008a and 2008b).The theorists Bazzo & Andreatta-da-Costa(2019), Canário (2005), Kenski (2012), Sancho (2006) and Libâneo (2020) contribute to the discussion environment, intending to look at teacher training, both initial and continued, in a humanized perspective in view of their actions in and post-pandemic. Its purpose is to reflect the theme of teacher education confronted with the use of digital technologicaltools, in the current context of the pandemic. However,it is understood that:a) from the point of view of liquid-modern man, Brazilian education is configured as a product for the capitalist market, objectifying its practices in the agorist, fluid and liquidated time-space;b) there is a need to review pedagogical actions in the context of the pandemic;c) the Brazilian public school is challenged to train the faculty in order to make them aware of the use of digital technologicaldigital tools; d) considering that humanizing actions are essential in the daily practices of public schools, reflective and dialogical spaces are relevant, giving rise to the continuity of school learning.
This article is a brief qualitative study, with an analytical character, based on the reading of bibliographies and sociological analysis inspired by the perceptions of Bauman (2001, 2008a and 2008b).The theorists Bazzo & Andreatta-da-Costa(2019), Canário (2005), Kenski (2012), Sancho (2006) and Libâneo (2020) contribute to the discussion environment, intending to look at teacher training, both initial and continued, in a humanized perspective in view of their actions in and post-pandemic. Its purpose is to reflect the theme of teacher education confronted with the use of digital technologicaltools, in the current context of the pandemic. However,it is understood that:a) from the point of view of liquid-modern man, Brazilian education is configured as a product for the capitalist market, objectifying its practices in the agorist, fluid and liquidated time-space;b) there is a need to review pedagogical actions in the context of the pandemic;c) the Brazilian public school is challenged to train the faculty in order to make them aware of the use of digital technologicaldigital tools; d) considering that humanizing actions are essential in the daily practices of public schools, reflective and dialogical spaces are relevant, giving rise to the continuity of school learning.
