(Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor

Detalhes bibliográficos
Autor(a) principal: Costa Filho, Roberto Barbosa
Data de Publicação: 2022
Outros Autores: Silva, Elizabeth Maria da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Horizontes de Linguística Aplicada
Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/42518
Resumo: This paper aims to analyze the (re)contextualizations of literacy practices developed in the context of remote teaching by a university professor. Based on a case study (LÜDKE; ANDRÉ, 1986) in the field of Applied Linguistics (MOITA LOPES, 2006; 2009), retextualized excerpts from an interview with a professor who reports her experiences with teaching the production of texts in remote classes in a graduation of Letters - Portuguese, at a Brazilian public university. The analysis shows that the use of digital technologies is central to the configuration of different (re)contextualizations of literacy practices, namely: specific modes of interaction between teachers and students, with the creation of new dynamics for the classroom; and work with group/collaborative writing. The identification and analysis of these literacy practices of (re)contextualizations are a relevant register for research in the Academic Literacy and teaching areas. Although teaching is returning to the on-site modality, it may be influenced, to some extent, by these new pedagogic possibilities, whether in the academic sphere or at the school.
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spelling (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor(Re)contextualizações de práticas de letramento em contexto de ensino remoto: experiências de uma docente universitáriaensino remotopráticas de letramentoexperiênciasremote teachingliteracy practicesexperiencesThis paper aims to analyze the (re)contextualizations of literacy practices developed in the context of remote teaching by a university professor. Based on a case study (LÜDKE; ANDRÉ, 1986) in the field of Applied Linguistics (MOITA LOPES, 2006; 2009), retextualized excerpts from an interview with a professor who reports her experiences with teaching the production of texts in remote classes in a graduation of Letters - Portuguese, at a Brazilian public university. The analysis shows that the use of digital technologies is central to the configuration of different (re)contextualizations of literacy practices, namely: specific modes of interaction between teachers and students, with the creation of new dynamics for the classroom; and work with group/collaborative writing. The identification and analysis of these literacy practices of (re)contextualizations are a relevant register for research in the Academic Literacy and teaching areas. Although teaching is returning to the on-site modality, it may be influenced, to some extent, by these new pedagogic possibilities, whether in the academic sphere or at the school.Este artigo objetiva analisar (re)contextualizações de práticas de letramento desenvolvidas no contexto de ensino remoto por uma professora universitária. A partir de um estudo de caso (LÜDKE; ANDRÉ, 1986) no âmbito da Linguística Aplicada (MOITA LOPES, 2006; 2009), são explorados trechos retextualizados de entrevista com uma docente que relata suas experiências em disciplinas ministradas remotamente em um curso de Licenciatura em Letras-Língua Portuguesa de uma universidade pública brasileira. A análise evidencia que o uso de tecnologias digitais é central na configuração de distintas (re)contextualizações de práticas de letramento, a saber: modos específicos de interação entre docente e discentes, com a criação de novas dinâmicas para a sala de aula; e trabalho com escrita em grupo/colaborativa. A identificação e análise de tais (re)contextualizações de práticas de letramento configuram-se como um registro relevante, tanto para as pesquisas na área dos Letramentos Acadêmicos quanto para o ensino, que, embora esteja retornando à modalidade presencial, poderá ser influenciado, em alguma medida, por essas novas possibilidades pedagógicas, seja na esfera acadêmica, seja na escolar.Programa de Pós-Graduação em Linguística Aplicada2022-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/4251810.26512/rhla.v21i1.42518Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 1 (2022): Fluxo contínuo; AG9Revista Horizontes de Linguistica Aplicada; v. 21 n. 1 (2022): Fluxo contínuo; AG92237-09511677-977010.26512/rhla.v21i1reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/42518/33586Copyright (c) 2022 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCosta Filho, Roberto BarbosaSilva, Elizabeth Maria da2022-12-31T15:57:28Zoai:ojs.pkp.sfu.ca:article/42518Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:33.826778Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
(Re)contextualizações de práticas de letramento em contexto de ensino remoto: experiências de uma docente universitária
title (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
spellingShingle (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
Costa Filho, Roberto Barbosa
ensino remoto
práticas de letramento
experiências
remote teaching
literacy practices
experiences
title_short (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
title_full (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
title_fullStr (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
title_full_unstemmed (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
title_sort (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor
author Costa Filho, Roberto Barbosa
author_facet Costa Filho, Roberto Barbosa
Silva, Elizabeth Maria da
author_role author
author2 Silva, Elizabeth Maria da
author2_role author
dc.contributor.author.fl_str_mv Costa Filho, Roberto Barbosa
Silva, Elizabeth Maria da
dc.subject.por.fl_str_mv ensino remoto
práticas de letramento
experiências
remote teaching
literacy practices
experiences
topic ensino remoto
práticas de letramento
experiências
remote teaching
literacy practices
experiences
description This paper aims to analyze the (re)contextualizations of literacy practices developed in the context of remote teaching by a university professor. Based on a case study (LÜDKE; ANDRÉ, 1986) in the field of Applied Linguistics (MOITA LOPES, 2006; 2009), retextualized excerpts from an interview with a professor who reports her experiences with teaching the production of texts in remote classes in a graduation of Letters - Portuguese, at a Brazilian public university. The analysis shows that the use of digital technologies is central to the configuration of different (re)contextualizations of literacy practices, namely: specific modes of interaction between teachers and students, with the creation of new dynamics for the classroom; and work with group/collaborative writing. The identification and analysis of these literacy practices of (re)contextualizations are a relevant register for research in the Academic Literacy and teaching areas. Although teaching is returning to the on-site modality, it may be influenced, to some extent, by these new pedagogic possibilities, whether in the academic sphere or at the school.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/horizontesla/article/view/42518
10.26512/rhla.v21i1.42518
url https://periodicos.unb.br/index.php/horizontesla/article/view/42518
identifier_str_mv 10.26512/rhla.v21i1.42518
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/horizontesla/article/view/42518/33586
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
dc.source.none.fl_str_mv Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 1 (2022): Fluxo contínuo; AG9
Revista Horizontes de Linguistica Aplicada; v. 21 n. 1 (2022): Fluxo contínuo; AG9
2237-0951
1677-9770
10.26512/rhla.v21i1
reponame:Revista Horizontes de Linguística Aplicada
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Revista Horizontes de Linguística Aplicada
collection Revista Horizontes de Linguística Aplicada
repository.name.fl_str_mv Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)
repository.mail.fl_str_mv horizontesla@gmail.com
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