Saberes docentes de professoras alfabetizadoras em Macei/AL: planejamento e uso de tecnologias no ensino remoto emergencial

Abstract

The research presents a snapshot of the macroproject Coletivo Alfabetização em Rede, which enabled the investigation of the teaching knowledge of literacy teachers in the city of Maceió during the emergency remote teaching (ERE). The research question is: How did the literacy teachers in Maceió develop their planning and pedagogical practices regarding the use of digital technologies, and how were teaching knowledge mobilized during remote teaching? The general objective of the research was to analyze the teaching knowledge mobilized in the planning and pedagogical practices of literacy teachers in Maceió regarding the use of digital technologies during remote teaching. Methodologically, this is a quantitative and qualitative study, and its participants were literacy teachers in Maceió. To this end, an online questionnaire and a focus group were used as data collection instruments, with 53 (fifty-three) literacy teachers responding to the online questionnaire, and three literacy teachers from Maceió participating in the focus group. The data analysis followed a discursive textual analysis approach. The research results highlighted that literacy teachers did not attribute their knowledge of technology usage to professional knowledge but to experiential knowledge from their pedagogical practices and interactions with other colleagues. It was also noted in their discourse that the Maceió Municipal Secretary of Education (SEMED/Maceió) made little contribution to mitigating the impacts of social isolation caused by COVID-19 on the literacy process, and that decision-making on didactic-pedagogical guidelines during ERE largely came from the educational institutions to which the literacy teachers belonged. Based on this research, I argue the thesis that the teaching knowledge of literacy teachers about planning and the use of digital technologies during emergency remote teaching was directly related to the knowledge they had prior to the pandemic, which was redefined based on experiential knowledge developed through practice during ERE. Moreover, the use of digital technologies contributed as one of the tools that ensured the continuity of classes, although the use of technology aimed at teaching written language was insufficient for literacy, given that the process is complex and multifaceted.