ACTION RESEARCH AND CONTINUING PROFESSIONAL DEVELOPMENT DURING THE PANDEMIC: TECHNOLOGIES AS OPPORTUNITIES

Abstract

The article aims to analyze the challenges and possibilities for the continuing education of education professionals from the perspective of collaborative self-reflection in the context of social isolation caused by the Covid-19 pandemic. Thus, it is based on Jüngen Habermas’ theory through two conceptions: communicative rationality and theory and praxis mediation. The epistemological and methodological perspective of collaborative-critical action research is used, based on collaborative-critical self-reflection. In this process, we took the arguments of professionals from a study-reflection group based on their demands, learning processes and actions for change. As a result, we observed the power of study-reflection groups as alternatives to traditional models of teacher training and with the construction of knowledge with the other. In addition, we can observe the possibilities of adequate use of virtual technologies in training processes.