A formação docente e o uso da tecnologia digital no contexto de produção de textos no período pandêmico

Abstract

Considering the challenges posed by the pandemic, the influences that the digital environment, technologies and the communication industry had on education as resources to help and expand the educational performance of students are notorious. But even in the face of these influences, we still observe that the challenge related to writing and textual production continues to be recurrent discourses of professors who point to the low performance of students inserted in different levels of education. It should also be noted that teachers often do not feel prepared to use these technological resources in order to enhance and motivate students in their classes and in textual production. What we have verified is that the construction of a good text has not been fruitful, quite the contrary, it has exposed the weaknesses of a teaching model that does not serve the universe of students who come from different socioeconomic contexts. In view of this, the main objective of this study was to understand the strategies and resources used during the pandemic period for teaching text production by students in the literacy phase. The specific objectives of this work are to know what the literature recorded about the period in which emergency remote teaching (ERE) was used in the literacy cycle; raise the perceptions of literacy teachers who work in schools about teaching text production and clarify the strategies that teachers developed during the pandemic period for this teaching. Thus, for the realization of the proposed objective, a theoretical research was carried out on the directions of education and how emergency remote teaching took place during the pandemic period, presented through a researched history in resolutions and ordinances of the National Council of Education (CNE) and Ministry of Education. of Education and Culture (MEC). To discuss the use of digital technological resources before and during the pandemic, it was based on studies by Coscarelli (2020), Moreira and Schlemmer (2020), Ramos (2021) and Rojo (2013), among others. By presenting the trajectory of teaching textual production, we base ourselves on the studies of Antunes (2003), Bakthin (1992), Costa-Hübes (2009), Dolz, Noverraz and Schneuwly (2004), Geraldi (2006), Koch and Elias (2010) and Marcuschi (2008). It was presented how the initial and continued training of teachers for the use of technologies discussed by Barreto and Rocha (2020), Libâneo (2011), Mancebo (2010) and Nóvoa (2001) has been. Based on this purpose, the methodological approach was aligned with a qualitative research with the formatting of a questionnaire composed of structured questions applied remotely with the regent teachers of Elementary School Early Years of public and private networks. The analysis of the collected data showed the difficulty faced by professors in the use of digital technological resources during textual production and that, by employing diversified strategies based on theoretical knowledge to work textual production in the classroom, professors achieve their objectives with greater effectiveness. Another notable point is related to the importance of continuing education that contributes to a proficient teaching practice.