Inteligência Coletiva em uma Comunidade Virtual de Aprendizagem no Contexto Pandêmico

Abstract

Social reconfigurations based on social distancing practices in the context of the new pandemic have caused changes in ways of relating to each other in the educational and work field, establishing the use of remote communication technologies as a rule aiming the safety and survival while facing a threat whose extent and impacts are still unpredictable. Among these reconfigurations, this study focuses on the practices of teachers who work directly in Special Education with students with Autism Spectrum Disorder (ASD) and aims to understand how these teachers have explored learning communities that can contribute to the planning of their educational practices in a context of non-professional teaching. For this, it takes a qualitative approach in a descriptive way taking as research object the relations established in WhatsApp group created for teachers who work with ASD in Vale do Ribeira. As a data collection instrument, we chose a brief semi-structured questionnaire employing semantic differential scale as a technique of analysis. The data show a positive perception about the participation in the group that is constituted in a space of collective intelligence production and catalyzes the emergence of a mutual learning community among the participants. The reports point out issues of gender inequality with the overload of women who accumulate a new routine of remote work with domestic tasks. This virtual learning community arise as a powerful place to exchange experiences and support that benefit teachers and can also reverberate in the didactic and methodologic thinking in future in-person classes.