Um estudo de caso sobre desafios de professoras de língua portuguesa no ensino remoto emergencial (2020-2021): Reflexões sobre tecnologias digitais, materiais didáticos e avaliação

• Ano de defesa: 2024
• Autor(a) principal: Silva, Giovane Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Ensino Remoto Emergencial; Emergency Remote Teaching; Desafios docentes; Teaching challenges; TDIC; DICT; Língua Portuguesa; Portuguese Language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Linguística; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41981; http://dx.doi.org/10.14393/ufu.di.2024.213

The purpose of this research was to identify and analyze the challenges faced by two teachers in their pedagogical practices within the context of Emergency Remote Teaching (ERT) during the Covid-19 pandemic, particularly concerning the use of Information and Communication Technologies (DICT), with a specific focus on Portuguese Language (LP) instruction. Additionally, we aimed to discuss the potential, or lack thereof, of these digital technologies in addressing the identified challenges. To achieve this objective, we conducted a case study, considering the experiences of the participating teachers and their practices in ERT. This study specifically focused on the statements of teachers in the LP discipline, working with students in the Final Years of Middle School at a public school in the state of Minas Gerais, Brazil. Interpretative analyses of the data were developed based on their input. The hypothesis guiding our research suggested that Emergency Remote Teaching (ERT), coupled with Information and Communication Technologies (DICT), could establish itself as a viable alternative amid the Covid-19 pandemic. However, this conjecture was only partially confirmed, as per the perspective of the surveyed teachers, who reported various challenges in both the implementation of ERT and the execution of the Special Non-Presential Activities Regime (SNPAR). Our main theoretical references included research in the field of Applied Linguistics (AL) and studies that connect languages and DICT, as well as instructional materials (IM) and assessment in ERT. The methodology adopted was qualitative and interpretative, employing a case study approach. Through this, we conducted questionnaires and semi-structured interviews with the participating teachers. Subsequently, data analysis from an AL perspective identified three main categories considered as challenges: the use of DICT, working with IM, and assessment. We believe that the results of this study have the potential to make a significant contribution to future research, as our data revealed the experiences and challenges faced by the participants. This knowledge, in turn, can serve as a guide for the development of other educational strategies and policies in crisis situations, such as the Covid-19 pandemic.