Prática docente no ensino remoto em Macapá-AP (2020-2021): o uso de tecnologias digitais nas vivências de professores de línguas estrangeiras

Abstract

The year 2020 was marked, globally, by the start of Covid-19. This has affected the development and traditional implementation of educational activities. A measure adopted by public institutionsin Amapá, to facilitate the continuity of the formal teaching-learning process, was the practice of remote teaching in all subjects of the school curriculum. As Foreign Language (FL) subjects require a differentiated teaching format, they required adaptations and the use of diverse technologies to practice communication skills, oral and written comprehension, oral and written production, in remote teaching, despite of few domains in terms of use. This context gave rise to the following research problem: How did FL teachers experience the use of digital technologies in their teaching practices in remote teaching? Thus, the research aimed to analyze the teaching practices experienced by FL teachers in remote teaching, during the pandemic period (2020 and 2021), in Macapá-AP, focusing on the use of digital technologies. To achieve this objective, the following specific objectives were outlined: a) discuss teaching practice in the educational context of remote teaching; b) investigate the application of technological resources in education, focusing on digital technological resources used by teachers in remote teaching, as well as obstacles, possibilities and challenges faced in teaching practice and c) investigate the experiences of foreign language teachers in their practices regarding use of digital technological resources in four state schools in Macapá-AP.The methodology adopted was supported by the hermeneutic method, with a qualitative approach and using the case study as the type of research. The data collection instrument was a semi-structured questionnaire, with the subjects being seven teachers of FL subjects from four state schools, located in Macapá-AP: Escola Estadual Tiradentes, Escola Estadual Mário Quirino da Silva, Escola Estadual General AzevedoCosta and Escola Estadual Maria do Carmo Viana dos Anjos. When processing the data, Content Analysis techniques were adopted. In this way, the impact of Digital Information and Communication Technologies (TDIC) on the teaching practices of FL teachers wasverified, using different methodologies to reach the largest number of students, through WhatsApp, videoconferencing platforms, Google Forms, in use of YouTube videos and the internet. Teachers, by their own means, kept remote teaching running in 2020 and2021, in Macapá-AP. They were moments of learning, of content production and needed to be studied to propose measures to improve face-to-face teaching in their FL teaching practices