Tecnologias digitais na sala de aula um clique na voz do professor pós-pandemia

Abstract

The new reality has brought educational innovation to a sector that has always resisted the events of change since it has become impossible to return to educational environments without technological devices, especially if we analyze the official documents according to the fourth and fifth General Competencies of the National Common Curricular Base: Communication and Digital Culture (2018). In this sense, the main aim of this research is to contribute to the ongoing education of Portuguese language teachers, with a focus on the use of contemporary digital technologies and specifically to identify the technological resources used in the remote learning period in 2020 and 2021, and how the digital resources used by teachers contributed to their training and to propose digital and interactive material on the use of digital technologies for teaching practice. In this way, our study seeks to establish a dialogical relationship between digital technologies and teaching, focusing on the final years of elementary school and trying to understand whether the digital resources used by Portuguese language teachers during remote teaching have contributed to their training. Utilizing a qualitative-quantitative approach outlined by Knechtel (2014), combining action research methods (Santos, 2008) with a review of specialized literature; and data collection through online questionnaires via Google Forms interview via WhatsApp. Our research is grounded in the following theorists: Ribeiro and Coscarelli (2023), on Applied Linguistics; Maciel et al (2013, 2010), Kleiman (2008), Soares (2002), with approaches to studies on literacy and teacher training; Moran (2020), Moreira (2012), Kenski (2007), on technological resources; Ribeiro and Coscarelli (2023), Costa (2022), Xavier (2022), Consolo (2022) approaches to remote teaching; Santos (2020) about pandemic, among others. As a research product, we created an e-book for Portuguese language teachers with interactive activities based on the exploration of the meme textual genre, to be carried out using the Chromebook, aiming to contribute to their continuing education regarding the use of contemporary digital technologies. Concerning the research results, we observed that the digital technological resources used by teachers during the Covid-19 pandemic not only facilitated communication and class organization but also boosted their training and professional improvement, leaving them with a significant repertoire of active methodologies. It is undeniable that the post-pandemic legacy left by the use of digital technologies has brought about significant changes in the educational process, communication between people, and access to information through disruptive devices.