Os desafios do ensino de Língua Portuguesa no período pandêmico: o uso da FVNexA Canva em instituições de ensino da Paraíba

Abstract

The emergence of new technologies has been shaping society over the last decades. Education, as a process constituted through different social transformations, has incorporated in its pedagogical practices the Digital Information and Communication Technologies (DTIC) with the most different purposes. In this sense, with the arrival of the pandemic caused by COVID-19, numerous measures were taken. Among them, the global closing of schools to reduce the transmission of the Coronavirus infection. Thus, some questions have arisen: How did the schools adapt to the emergency remote education (ERE)? What were the technological resources used by schools to fill in the gaps left by the absence of face-to-face classes? How have teachers and students reinvented themselves pedagogically? How did digital literacy contribute to reading and writing practices? In this perspective, the present work has the general objective of demonstrate how the use of FVNexA Canva contributed to the teaching of the Portuguese language in educational institutions in Paraíba during the pandemic period. In addition, according to Matos (2020), we consider it important to: to present the virtual tools not exclusive to learning (FVNexA) that were used in the schools researched during the pandemic period; observe how investments in training about TDIC in the pandemic period helped with the teaching performance in public educational institutions in Paraíba and collaborate in indicating impressions about a new ItemNet, aiming to expand the Critical Synoptic Chart proposed by the same author. Therefore, during the study, we address the concepts of literacy from the conception of Soares (2013) and digital literacy presented by Azevedo et. al (2018). The methodological proposal consists of a qualitative and quantitative research. For the classification of FVNexA, some properties described by Matos (2020) were analyzed: virtuality as locus, ItemNet as raw material, the agent as a fundamental element, the interlocutor as the goal of social action in terms of Hall (1997) and, finally, the FVNexA conceived as a pedagogical device. Through this research, it was possible to understand the importance of investments in teacher training, especially in times of social isolation in which technological means are conceived as the main drivers of knowledge in the teaching-learning process. Moreover, it is believed that studies such as this one enable new perspectives on the teaching of Portuguese Language, as well as allow us to understand and investigate the teacher's role in the face of numerous challenges, thus contributing to the appreciation and professional growth of teachers.