Reflexões de uma residente docente sobre a prática educativa alfabetizadora nos encontros síncronos no Ensino Remoto Emergencial

Abstract

The present study aims to reflect on synchronous encounters that occurred during emergency remote teaching, seeking to identify possibilities and limits for a dialogic educational practice. This reflection emerged from my standpoint as a Resident Teacher, which is presented in a memorial. The educational practices analyzed took place in synchronous Language meetings and had literacy as their main content. The locus of action were four first grade classes from Colégio de Application João XXIII in Juiz de Fora, during the 2020 academic year. For reflections on the meetings and the dialogical educational practice, I rely mainly upon Paulo Freire and Alfonso López Quintás. As for reflections on emergency remote teaching, I dialogue with authors who produced works during the pandemic. The methodology consists of participatory research in which I contemplate, based on the authors mentioned above, on my own teacher education, the experiences lived during remote teaching and the records and memories I have of the synchronous language meetings of the 2020 classes. At the end of this study, I identify the possibility of using some resources of synchronous meetings that allowed the use of creativity and the vocation to be more of children and teachers who sought to create bonds, interact, and take ownership of the virtual classroom. The possibilities were: carrying out diagnostic assessments; web conferencing features such as chat, projection, laser, projection intervention; teaching and learning digital literacy resources and creating various virtual teaching materials such as games, PowerPoint presentations, videos, and so on. We identified as limits: lack of access, problems with equipment, and lack of an adult accompanying some students who were unable to participate in pedagogical practices and therefore had their access to school impaired; the shorter class time and consequently the reduction of the Language curriculum and important experiences for children; reduced socialization; limitation of movement and freedom of action; increased impacts of social inequalities within the classroom.