Desafios para o uso do aplicativo whatsapp em aulas remotas de língua portuguesa para a educação de jovens e adultos de uma escola municipal de ensino de Maceió: fazendo rap sobre o coronavírus

Abstract

This research proposed to present data and discuss the use of digital technologies, notably the WhatsApp application for teaching LP in the emergency context of the coronavirus quarantine. Emergency, because the use of digital technologies was the practically mandatory option that was proposed to us as a way to continue classes. For this reason, my research was adapted to the quarantine times keeping the theme of rap, but with new questions: to what extent is it feasible to teach classes mediated by the new information and communication technologies and how is the technological instrumentation constituted? as support (or contribution) of literacy and multi-training practices for youth and adults at EJA The students participating and involved in the research were students from three classes of Youth, Adult and Elderly Education – EJAI from Elementary School, belonging to the final grades (4th, 5th and 6th phases) Final Years of the night period of the Elementary School Dr. Pompeu Sarmento, located at Avenida Muniz Falcão, S / N, Barro Duro, Maceió - AL, with an average age of 15 to 23 years old. The research was carried out in a qualitative approach, more precisely an action research, in a way that involved the sociodemographic, cultural and cognitive aspects, with a view to a better understanding of the reality of the young students of EJA. As a theoretical contribution, the research will be based on theoretical, practical and methodological studies and research by Carrano (2007), Fragoso (2001), Gomes (2010, 2011, 2018), Moran (2005, 2009, 2015), Rojo (2012) , Silva (2017), Silva (2019), Souza (2004), Street (2014), Thiollent (2011). The inevitable use of technologies, especially that of the WhatsApp application, has led to school interactions between students different from the uses already known; my difficulties were several and led me to make changes to my teaching proposals; both the teacher and the students had unprecedented experiences, in the end, we can say that there was a lot of learning on both sides; the students learned new forms of social experience and developed new study practices that will certainly be useful to them, since the remote classes will extend for a few more months.