Reflexos do ensino remoto durante a pandemia no discurso de professoras alfabetizadoras do município de Morada Nova – CE

• Ano de defesa: 2023
• Autor(a) principal: Isaias, Marleide Maria Arruda Linhares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Linguística Ensino; Alfabetização Letramento; Ensino remoto Professor; Tecnologias digitais; Linguistics Teaching; Literacy; Remote teaching Teacher; Digital technologies; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/29589

In view of the emergence of Emergency Remote Teaching (ERE) due to the COVID- 19 Pandemic, the present research Reflections of remote teaching during the pandemic in the speech of literacy teachers in the municipality of Morada Nova - CE aims to analyze the effects of teaching remoteness during the pandemic in the speech of 1st year literacy teachers, through a qualitative approach, a case study. This research brings in its theoretical framework authors such as Soares (2002, 2006, 2018, 2020), Vygotsky (1989), Ferreiro and Teberosky (1995), Bacich (2018), Coscarelli and Ribeiro (2014), Afonso et al. (2022). We also used document analysis of printed activities sent to 1st grade children during remote teaching. As an instrument, we conducted an interview with 03 teachers who were selected because they were teaching classes in the 1st year classes, both remotely and in person. The results found indicate that the teachers' feelings were of fear, insecurity, anguish, that the continuing education of teachers was offered by the Department of Education, in the pandemic period, in a synchronous format, both with regard to the alphabetic writing system and to technological tools. And that the printed activities sent to the children provided the opportunity to read, interact with the written culture, reflect on the alphabetic writing system and the social uses of writing. We found that despite the feelings of the teachers being of fear, anguish, as they interacted in training, studied, exchanged experiences, they created more security, confidence, predominating feelings of overcoming, achievements and innovation. We also showed that, despite the effort made, these training courses were still not enough to meet the real needs of teachers in the face of the great challenge of teaching through digital technologies in such a short time. We also verified, through the printed activities sent to the children, several opportunities to create the habit of reading, to interact with the different textual genres that circulate in social spheres, leaving only the gap in the development of text production skills.