Percepções de professores acerca do ensino da escrita na cultura digital em aulas de Língua Portuguesa durante a pandemia de Covid-19 (2020 / 2021)

Abstract

The objective of this study is to provide an overview of how writing was taught in Portuguese language classes from the perspective of teachers, aiming to list what teaching was like in the Remote Emergency Teaching System (ERE), a teaching model proposed during the pandemic period. The research proposed a reflection on how each educator adapted their work by correlating the skills proposed by the National Common Curricular Base (BNCC) based on their context and reality. The research was developed in a state public school with a focus on teaching analysis. Therefore, the perceptions proposed here were constructed based on the speeches of teachers during the application of a semi-structured interview, where each of them could present their views in relation to this period of education. Focusing on the teaching of writing, the study asked how the activity of writing texts was produced during the pandemic period in remote teaching for the development of activities in the classroom and what it was like for each teacher to insert technology as a teaching tool, as she was one of the connecting elements between student, educator, and classroom. The study had Discursive Textual Analysis (ATD) as its theoretical reference, in the view of Galiazzi and Roque (2016) with the aim of producing understandings for the research corpus, as well as an analysis of the BNCC (2017). To emphasize and support the construction of the practice of writing in the human process, the perspectives brought by Chartier (2002), Fischer (2009), Vigotski (1988), Ferreira (2008), Paz (1999) and Ramal (2002) were correlated. In the use of technology and the use of Digital Culture and Literacy as methodological elements in favor of the practice of writing, the ideas of Kenski (2018), Buzato (2006), Castells (2003), Cope and Kalantzis (2000) and Paveau stand out. (2021). With this study we aim to leave a reflection on what it was like to propose the practice of writing within remote teaching, thus demonstrating what mechanisms, skills and ways the teacher used so that contact with writing was not lost, in addition to recording through the data obtained the experiences of each educator participating in the study, in order to construct for future research covering the area of language a narrative scenario of how the construction of language was in the ERE, with the aim of verifying what teaching during the pandemic was like for each educator, linking the act of writing.