Docência e Ensino remoto emergencial: Aplicação das metodologias ativas como meio interativo no ensino-aprendizagem em Literatura, durante a pandemia da Covid-19

Abstract

Active methodologies contribute to the teaching-learning process, especially during this period of the Covid-19 pandemic. The teaching of literature and its appropriations allied to the use of communication technologies provide new dialogues and experiences in the classroom, enabling the student's protagonism, making him a more conscious and participative subject. The research brings a theoretical approach that discusses distance learning; active methodologies; teaching-learning and teaching of literature as a form of reader formation. The general objective seeks to analyze the content of the teachers' reports, about their pedagogical practices with the application of active methodologies and the appropriations of literature, in the teaching-learning process during the period of the Covid-19 pandemic, in High School, during the duration of Emergency Remote Teaching (ERE). Throughout the chapters, the theoretical apparatus has teachings from authors such as Rildo Cosson, José Manuel Moran, José Armando Valente, Paulo Freire, Neal A. Glasgow and Lev S. Vygotsky, among others. The research corpus consists of the reports of fifteen teachers from the state education network, in six schools in Palmas/Tocantins. This work brings relevant concepts such as Emergency Remote Teaching; addresses the Plan for Resuming In-person School Activities - Blended Learning; the National Curricular Common Base and some technological resources available for remote online classes that endorsed the analysis stage. Data analysis relies on a qualitative research approach and used instruments such as the questionnaire and the semi-structured open interview. As a result of the research, we detail the path taken during the research and the impressions obtained in the narratives, as well as we describe the difficulties encountered by the teachers, equally, we verify the possibilities of new appropriations of the language for the students who have more access to information technologies, but, segregated the less favored, as a result of social isolation.