Concepções e práticas de leitura e escrita no contexto do Programa de Residência Pedagógica: singularidades nas modalidades de ensino presencial e remoto

Abstract

This research mainly aims to analyze the theoretical concepts related to literacy practices and the uses of digital technologies by female teachers who participated in the Pedagogy/Literacy subproject within the scope of the Pedagogical Residency Program (PRP) at the Federal University of Alagoas (UFAL), from 2020 to 2024. Theoretically, this study is grounded in the "New" Literacy Studies (Street, 1984, 1992, 2003, 2010, 2013, 2014); Kleiman (1995, 2007, 2010), among others, in dialogue with the research of Soares (1998, 2002, 2003, 2004, 2010, 2017, 2020) concerning the initial learning of written language. This is a qualitative research conducted with four teachers who were preceptors of the PRP/UFAL, three of whom work in Early Childhood Education and one in Elementary Education (Early Years). Based on the analysis of data collected through document analysis, a questionnaire, and interviews, a triangulation was performed. The research findings provide evidence of the influence of the sociocultural perspective of literacy studies on the pedagogical practices developed within the Pedagogical Residency Program (RP). From the standpoint of the theory-practice relationship, it is possible to perceive the dialogue between pedagogical proposals focused on reading and writing practices (in Early Childhood Education) and the theoretical premises of the ideological model of literacy, as well as the articulation of literacy practices with the initial literacy process (in Elementary Education). Regarding the difficulties related to the use of digital technologies during the remote teaching period, the teachers mentioned internet access issues, a lack of technological resources, restricted interaction through the screen, and limitations regarding the teachers' own digital literacy. Concerning pedagogical strategies, several actions planned and adapted for remote teaching were identified, and regarding in person teaching, the mediation actions of literary reading practices conducted by the residents in partnership with the teachers were relevant. From the teachers' experience reports, several possibilities for digital technologies in education were identified, highlighting the use of portable electronic devices (laptops and cell phones); applications (WhatsApp, Google Meet, Google Maps) that enabled synchronous and asynchronous activities, as well as communication with families and interaction with children; virtual tour software for virtual museum visits; and a streaming platform (YouTube) for sharing videos. Regarding digital literacy, the findings revealed that collaborative work, the exchange of experiences, and the shared knowledge between residents and preceptors, especially about digital technologies, were essential for the materialization of literacy practices in the context of remote teaching. The findings of this research provoke reflections on the importance of literacy practices within the scope of digital culture and education aligned with the current National Digital Education Policy (PNED).