Proposta pedagógica com letramentos sociais em uma turma de 9º ano caminhos para uma nova prática docente no contexto da pandemia da covid-19

Abstract

This dissertation had as general objective to reflect on the process of revising the teaching practice of the teacher-researcher of the present research, from the pedagogical work with the literacies, which considers the Portuguese language as a form of concrete and unique statements mobilized by participants whose interest is that of their socialization in the world, beyond the technical domain of reading and writing. To this end, a pedagogical proposal for reading and writing was developed in a 9th grade class at a municipal public school located in the municipality of Olho d’ Água das Flores, in the backlands of the state of Alagoas. To reach the proposed objective, we followed the qualitative approach of an ethnographic nature, which pointed to the need for the teacher-researcher to review her teaching practice, which was crystallized in a conception of work with reading and writing disconnected from the elements of time and space in which such activities were inserted, disregarding the historicity of the student- subjects with the context. And it seeks to answer the following research questions: a) taking the Bakhtinian conception of language, who are your main interlocutors, real and discursive, in the school context of the classroom? b) has my teaching practice enabled my students to understand living speech? What kind of speaker has my student become from his active responsiveness to my classes? c) can working with different language practices, including digital ones, contribute to trigger my students' active role in the world? The results showed that the work in the perspective of social literacies, dialoguing with the dialogical conception of language, brought my students closer to the practice of the living language, in the Bakhtinian sense of the term, within the school context. Combined with this theoretical-methodological perspective, communication mediated by digital literacy practices triggered with greater intensity due to the pandemic, bringing to the classroom a context of greater multiplicity of languages and cultures, brought a more plurilingual reality for teaching practice the teacher-researcher. As a final consideration of this dissertation, the research experience carried out showed that the confrontation of centripetal forces - put into circulation through the official activities proposed by the school - and centrifuges - in circulation in activities developed from the pedagogical approach of social literacies - can result in a fruitful dialogue for our teaching practice.