Desafios na prática educativa dos professores de língua portuguesa durante as aulas remotas dos anos de 2020 e 2021

Abstract

With the new coronavirus pandemic, the whole world suffered drastic consequences and education was one of the most affected sectors, as with the suspension of face-to-face classes, schools began to adopt so-called remote teaching, which largely ended up not meeting the needs of students, especially those in basic education. Thus, with the worsening of COVID-19 in Brazil, many educational institutions interrupted their classes and sought solutions, through available digital learning resources, inspired by the Distance Education (EAD) modality, with this being designated the implementation of teaching remote, both for public education and for the private network. For this reason, the present work started from the problem situation: what were the challenges in the educational practice of Portuguese language teachers with remote teaching? The methodological procedure was a case study with qualitative, descriptive bibliographical research, which takes an approach to the challenges in the educational practice of Portuguese language teachers during remote classes in elementary school II. Based on theoretical sources from authors such as: Agra (2009), Almeida (1999), Arruda (2020), Barche and Almeida, (2015), Belmonte, Martinez and Maranhão (2020), Brazil (1988, 1996, 2018, 2019, 2020), Cunha (2020), Lévy (1997, 2003), Libâneo (2011), Moran (2001), Nóvoa (1995) and other supporters of the theme. In the field research, the locus was the Escola Municipal de Aristóteles Emiliano de Castro, where we interviewed, through a questionnaire, teachers from the 6th to the 9th year of elementary school, who collaborated with the researchers, through their information, having as their object of I study the challenges in the educational practice of teachers in remote mode, in the period from 2020 to 2021 in which the COVID-19 pandemic was disproportionate to the global reality.