Written text production during the covid-19 pandemic through remote teaching in portuguese language classes

Abstract

In this study, based on the theoretical-methodological assumptions of the so-called “State of the Art”, we compare analytical gestures relating to written questions prepared in the classroom. Assuming its importance in the teaching-learning processes, the reflections will be outlined based on the selection, analysis and understanding of academic research that has recently focused on the issue. Our focus is on the Portuguese Language discipline, mainly in relation to the actions developed during the pandemic period, that is, in the context of Emergency Remote Teaching. We therefore aim to understand how teachers enabled the active maintenance of writing practices amid the context of distancing imposed by the health and social crisis of the Covid-19 pandemic. In this aspect, we consider the setbacks faced with the didactic-pedagogical changes resulting from the transition from face-to-face teaching to the digital environment. Therefore, we designed a systematic review, based on searches in the Brazilian Digital Library of Theses and Dissertations (BDTD) database and the Capes Periodicals Portal. These searches were carried out using the descriptors “writing”, “Portuguese language classes”, “remote teaching” and “pandemic”. Our results indicate that, during the pandemic, teachers used different methodologies, seeking to minimize the impacts of the socio-historical context in question and, thus, opening up margins for maintaining contact with the act of writing.