O trabalho de professoras alfabetizadoras sob o ponto de vista dos gestos didáticos no contexto do ensino remoto

Abstract

The purpose of this research is to investigate the founding and specific didactic gestures used by literacy teachers in the Portuguese Language discipline in the teaching of reading and writing during their remote teaching classes. By accessing the class video recordings in 2020 provided by a private school in the city of Juiz de Fora - MG, research data were generated to review the teaching work from the perspective of didactic gestures. Semistructured interviews were also conducted with two literacy teachers for a better understanding and contextualization of the classes. The theoretical reference taken in the dissertation is the Sociodiscursive Interactionism (BRONCKART, 2006a; 2008; MACHADO, 2004; 2007) with an emphasis on research on didactic gestures (DOLZ, 2017), which are used as a possibility for study and investigation of the teaching work. For a discussion on the literacy process, the research is based on the concept of literacy from a literacy perspective (SOARES, 2020; 2021) and advocates the teaching practices of reading and writing through different textual genres. Considering that emergency remote teaching – as adopted to maintain social distancing due to the Covid-19 virus in 2020 – introduced new elements in the teaching practice, giving a new meaning to pedagogical work, the investigation of didactic gestures in this context is understood to be important. Based on the theoretical reference above, a predominance of founding didactic language gestures was seen in the teacher/student mediation actions during the didactic transposition of the teaching object. In addition, there is a literacy proposal aligned with the BNCC [National Common Curricular Base] (BRASIL, 2018) document and a positive result of the teachers’ work focused on the remote teaching literacy process.