Desafios e possibilidades da transposição informática durante o ensino remoto emergencial em aulas de língua portuguesa.

Abstract

During the COVID-19 pandemic, students and teachers were surprised and needed to adapt to a reality full of doubts and challenges, especially involving technologies. Questioning the uses of these in the classroom, Balacheff (1994) presents the concepts of Computer Transposition (CT), understood by the planning, elaboration and execution of classes in digital environments, throughout the process until the completion of the class, as was the case of remote teaching. Dealing specifically with language teaching, additional variable terms that need to update scientific aspects about language/language. Observing these aspects, the guiding research question of this research is: what possibilities and challenges were faced by Portuguese Language teachers from Campina Grande - PB during the COVID-19 pandemic in relation to Computer Transposition (CT)? The general objective of the research is: to show how the process of Computer Transposition (CT) occurred in Portuguese Language (PL) classes for elementary school II and high school in the city of Campina Grande - PB, during the context of Emergency Remote Teaching (ERT). Its specific objectives are: a) identify challenges and possibilities of teaching activities related to the Internal Universe, Interface and External Universe of IT during the ERT; b) analyze challenges and possibilities of the IT process in Portuguese Language teaching during ERT; d) discuss improvements in relation to the IT process and remote teaching of LP based on the voice of the interviewed teachers. Given these objectives, this research is considered qualitative, with the observation of individualities and contexts and deepening of relevant issues for the proposed objectives (CRESWELL, 2010). For this, the data generation process was carried out in two stages. The first occurred with the application of an online questionnaire to twelve teachers who took remote LP classes during the ERT in Campina Grande-PB. In the second stage, three of these professors participated in individual virtual interviews. We connected these generated data with our theoretical contribution, based especially on Chevallard (1991), Bordet (1997) and Medrado (2015), among others, in relation to Didactic Transposition; Balacheff (1993; 1994), Conraux (2000) and Caiado (2011), among others, on CT, in Caiado's theories on the subject specifically in teaching LP, Fernandes (2007), in addition to Coll, Mauri and Onrunbia (2010) and others on ICTs. From the data generated, we were able to identify that the IT process in the classes of the interviewed teachers occurred with more evident challenges in learning and handling the digital tools themselves than in the application of LP contents. The possibilities were found especially in the Interface stage, making the teachers experimenters and as learners as the students in relation to programs and applications. The performance of the professors had challenges presented especially from external factors, whose possibilities were offered to them especially through the programs themselves. The teachers had experiences of overload and impotence, but considered the experience with evident learning, for which they suggested that we transfer some of the ERT facilities to face-to-face teaching, as well as work better on continuing education using ICTs and improve aspects of teaching in the modality remote. We conclude that the CT concepts and reflections brought about in this research, especially allied to reports such as those raised here, can contribute to inevitable debates about the use of ICTs in our education system.