O ensino de língua portuguesa na pandemia : desafios e aprendizagens no contexto remoto emergencial

Abstract

The present work aims to highlight what were the main challenges faced by students and teachers of the Portuguese language in high school, in the pandemic period, as well as to understand what were the greatest learning experiences in this phase. Our research is justified by the relevance of the theme in the current context of education, in which the impacts of the Covid-19 pandemic on Brazilian education are still being studied. With regard to the methodology, our research has a qualitative approach and has its applied nature. As procedures, we had bibliographic research and field research. Regarding the bibliographic research, we consulted texts by Soares (2001, 2002), Oliveira (2010), Antunes (2003), Geraldi (1997), Gonçalves (2017), and others, as well as the guiding documents of teaching, such as the LDB (2017), the BNCC (2018), the PCN (2000) and the Curricular References of Paraíba (2010), to address the defiances of teacher training, in addition to the teaching-learning. We also focused, to build the theoretical basis, on texts that discussed remote education, such as Bacich; Tanzi Neto and Trevisani (2015), Belloni (2002) and Barton and Lee (2015). About the field research, attended the field school to conduct interviews and questionnaires with four Portuguese language teachers and nineteen high school students. At the end of our research, we found that the greatest difficulties faced by students referred to the lack of technological resources, the limited access to the internet, the lack of an appropriate place for study and the overload of activities. For teachers, the biggest challenges refer to the accumulation of tasks that the pandemic period caused. For both groups, teachers and students, the greatest learning is related to the expansion of digital literacy, which has fostered greater familiarity with technological resources and digital platforms.