Language education in a pandemic context: multiliterate textual genres resignifying the pedagogical practices in literacy classes

• Autor(a) principal: Viana, Emely Crystina da Silva
• Data de Publicação: 2023
• Outros Autores: Martins, Catia Regina Braga, Cobucci, Paula
• 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/47411
• topic: Ensino; Língua Portuguesa; Sequência Didática; Gêneros Textuais; Multimodalidade; Teaching; Portuguese Language; Didactic Sequence; Multimodality; Textual genres

This article aims to analyze the contributions of the organization of pedagogical work from a Didactic Sequence (DS) for the teaching of Portuguese Language, carried out synchronously via Google Meet platform, during the pandemic Covid-19. A decolonial theoretical-methodological approach is presented from a DS for the teaching of Portuguese Language in a 1st year class of Elementary School, of a public school in the Federal District, from the methodology of participant research (GIL, 2017; MARCONI; LAKATOS, 2017) in the activities developed by the teacher during the Pandemic, in synchronous classes held via Google Meet platform, with a time cut of the year 2021. The work was based on the SD didactic model (SCHNEULLY; DOLZ, 2004) and on the teacher’s performance during the classes, more specifically in relation to her pedagogical mediation (BORTONI-RICARDO, 2012) in events of reading and writing teaching. The SD proposal arose from the students’ real needs in face of the peculiarities of remote teaching (FREIRE, 2005) considering the genres: rules of coexistence, poster and podcast and was also based on the theory of multilingualism (ROJO; MOURA, 2012; KALANTZIS; COPE; PINHEIRO, 2020; RIBEIRO, 2021). The results of the research indicate that the organization of the pedagogical work of a DS for the teaching of Portuguese Language, through textual genres elaborated from themes or real production situations and authentic needs of textual production, with receivers/interlocutors/interlocutors truly interested in that text, with legitimate purposes, can positively impact the teaching-learning process of the students.