“Narrar e curar”: reflexões sobre uma experiência de ensino de língua portuguesa em tempos de pandemia

Abstract

This research presents a reflection on a didactic proposal involving multiliteracies developed in the Portuguese language discipline of a 9th year class at a public school in the state education network in the Vergel do Lago neighborhood, located on the outskirts of Maceió-AL. The situation of social isolation and Remote Emergency Education (EER), as well as the period of return to in-person teaching, in sensitive times established by the COVID-19 pandemic constituted the research context. Putting in emergency place the need for new practices in teaching the Portuguese language and welcoming students into the school environment constituted the research problem. The guiding research questions were: which reading and writing activities could promote listening and welcoming students in the classroom during the return to school phase, whether during the emergency period or in person, in the current pandemic context? To what extent would work in the artistic-literary field provide cathartic spaces for students to express their experiences in the context of the COVID-19 pandemic? The general objective of the didactic proposal was to describe and problematize pedagogical proposals for multimodal writing and subjective reading of literary texts in Portuguese language classes, upon the return of face-to-face classes, after social distancing in the initial two years of the pandemic. The specific objectives were: a) to provide activities that promote cathartic spaces in the classroom aimed at welcoming and expressing students; b) monitor whether there are changes in socialization as the work is carried out in the classroom; c) observe the attitudes that students adopt in the classroom during the proposed activities and d) reflect on the effect of more inclusion of literary reading in literacy work based on each proposal made in the classroom. The qualitative research generated records based on Educational Ethnography procedures (Fritzen, 2012; Oliveira, 2013). The study was carried out based on the theories of Biographical Research in Education (Delory-Momberger, 2008, 2011), Subjective Reading (Jouve, 2013; Petit, 2009, 2019), the Social Approach to Literacy (Heath, 2004; Kleiman, 2005; Street, 2014) and the Pedagogy of Multiliteracies (Grupo Nova Londres, 1996; Rojo, 2012; Silva, 2011). As results, we can highlight that working with multiple languages contributed to students' acceptance and subjective expression, promoted creative writing work and showed doors of access to literary reading not seen in the context before the pandemic.