NEW DIDACTIC GESTURES ON EMERGENCY REMOTE TEACHING: LESSONS LEARNED IN EDUCATION AT COVID-19 PANDEMIC TIMES

The aim of this research was to understand the teacher' s perceptions of his didactic gestures on Emergency Remote Teaching (ERT). The study was classified as an exploratory and cross-sectional type, and data were collected through an online questionnaire (using a Likert scale), with statements to be judged by 108 Higher Education professors of a University at ABC of Sao Paulo. The data were analyzed by the Chi-square test (X2). The main findings were that the participants: a) still do not realizes if the students are really learning in this new scenario; b) they value the interaction with students through dialogue and questioning; c) they had to study hard to help students how to learn on ERT; d) they still need to develop the regulation founder gesture, which allows them to diagnose students difficulties and obstacles in relation to stages of the learning process and, from that, to establish goals for the development of capacities. In conclusion, it is necessary to include technologies in teacher training courses, as tools for interaction and pedagogical mediation in order to develop new pedagogical skills in the participating teacher.