Trabalho docente, ensino remoto e letramento digital: memórias pandêmicas em um colégio estadual do interior da Bahia

Abstract

The present study, located in the area of Applied Linguistics, was developed with the objective of identifying how the absence/presence of digital literacies impacted experiences and pedagogical practices through the adoption of remote teaching implemented during the COVID-19 pandemic, in a State Public School in the countryside of Bahia. To this end, this study was guided by the following southernizing questions: How was the teachers' routine impacted by the transition from in-person to remote teaching in the lives of teachers at Colégio Estadual de Junco during the period of isolation introduced by the COVID-19 pandemic? COVID-19? How did initial and/or continued teacher training enable the development of digital literacy in classes at Colegio Estadual de Junco? How did teachers experience multiliteracies during the adoption of remote teaching? In this regard, in order to answer the research questions, the adopted methodological approach is qualitative research, from an autoethnographic perspective, since the purpose is also to investigate the subjective, social and behavioral aspects of the people involved. To this end, the combination of different data generation tools also allows for exploring my own experience in the face of the experiences and transformations imposed during the pandemic period and remote teaching, namely: study of documents, such as decrees and ordinances implemented during adoption of remote teaching. In addition to the questionnaires that must be answered by research participants, including the researcher; Semi-structured and individualized interviews and a series of memorial narratives about the pandemic period. The results demonstrated how challenging it was to be a teacher during the COVID pandemic. It was also realized how much investment still needs to be made in teacher training, since as teachers we need to be constantly learning. Regarding the impacts investigated on pedagogical praxis regarding multiliteracies, it was noted that our entire professional and personal routine needed to be modified. Given this, we move closer to digital literacy given the need and use of tools such as Google Meet, Google Classroom, Youtube, Moodle, Zoom, Hangout, WhatsApp, Instagram and others that have been incorporated into our pedagogical practices.