Teacher education: digital literacy for remote teaching in Portuguese language

• Autor(a) principal: Santos-Marques, Ivoneide Bezerra de Araújo
• Data de Publicação: 2021
• Outros Autores: Oliveira, Maria do Socorro, Santos, Alana Driziê Gonzatti dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• DOI: 10.25189/rabralin.v20i3.2001
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2001
• topic: Formação Docente; Letramento do professor; Letramento Digital; Empoderamento do professor; Ensino Remoto; Teacher Education; Teacher Literacy; Digital Literacy; Teacher empowerment; Remote Teaching

The need for strategic planning to enable remote Portuguese language teaching in basic education has been a challenge for schools and educational institutions that act as teacher education agencies during the Covid-19 pandemic. To offer subsidies to help these professionals in planning teaching activities, mobilizing knowledge and developing literacy practices in this new teaching format, we discuss in this study continuing education actions and possibilities for innovation and changes in pedagogical practice to be built by teachers located in contexts of health and social crisis. Theoretically, this study is anchored in the Bakhtinian conception of language, in critical literacy studies centered on the digital domain, and in the contributions arising from studies of teacher literacy and discursive genre. Methodologically, it is a qualitative and interpretive research with an empowering approach, informed by instruments of an ethnographic nature (questionnaires, field notes, audio and video recording, chats, reflective sessions, among others). Data analysis indicates that it is necessary to (re)think the continuing education of teachers, considering the following aspects: 1) approximation between theory and practice; 2) need for teachers to master media and technological resources; and 3) use of innovation and change resources, so that they can expand their digital literacy and provide better responses to the countless demands for social uses of language that are imposed on them in the current context of remote learning