Atividades de produção de textos na esfera acadêmica: abordagens de ensino e (re)contextualizações de práticas de letramento na situação emergencial de ensino remoto.

Abstract

This investigation starts from the following research question: what meanings are constructed by teachers and students of a Licentiate in Letters: Portuguese Language Federal University of Campina Grande (UFCG) in their experiences with production of texts in the academic sphere proposed in an emergency situation of remote teaching? In order to provide answers to this question, its general objective is to investigate constructed by professors and students of a Licentiate in Letters: Portuguese Language UFCG in its experiences with text production activities in the academic sphere proposals in an emergency situation of remote teaching. And as specific objectives: 1) to map text production activities in the academic sphere evidenced in narrated experiences by professors and students of the Degree in Letters: Portuguese Language at UFCG in a situation remote teaching emergency; 2) identify teaching approaches underlying the demand of the text production activities, in an emergency situation of remote teaching, evidenced in the experiences narrated by the focused participants; 3) analyze (re)contextualizations of literacy practices involving text production activities mapped in the context under study. Theoretically, it considers contributions from the New Literacy Studies (LEA; STREET, 1998, 2014; FISCHER, 2020; STREET, 2012), as well as philosophy and research education (DEWEY, 1979a, 1979b; KENSKI, 2015a, 2015b; LARROSA, 2020 [2014]). Methodologically, based on the objectives, it adopts descriptive and exploratory research (GIL, 2008) and, based on technical procedures, narrative research (CLANDININ; CONNELLY, 2011). Affiliated to the field of Applied Linguistics (MOITA LOPES, 2006, 2009), the research uses an interpretive paradigm (MOREIRA; CALEFFE, 2008) and a qualitative approach (CHIZZOTTI, 2000). It focuses on the narratives, generated from semi-structured interviews (LÜDKE; ANDRÉ, 1986) online via Google Meet, of four (04) teachers and four (04) students. It also considers data from online questionnaires, applied with the respective participants via Google Forms. The results indicate a diversity of text production activities experienced by teachers and students, highlighting academic-scientific, professional genres and those from other social contexts. We highlight the activities aimed at the production of the review genre that demanded (1) the its retextualization in podcast and (2) the use of live source text, revealing important meanings built on the participants' experiences. In addition, the meanings constructed regarding the use of digital technologies in the disciplines demarcated collaborative writing, use of various digital platforms, creation of different pedagogical strategies and relationships with on-line correction of texts. In view of the above, it is possible to recognize a constant presence of the approach of academic literacies, considering aspects institutional and sociocultural. It is still possible to identify approaches to skills of study and academic socialization, with a view to fulfilling pedagogical objectives. At (re)contextualizations of literacy practices (FISCHER, 2020) evidenced seem organized into two aspects: the selected/produced text genres and the dynamics of experienced class. The present research, therefore, can contribute to an understanding of what and how some of the experiences caused by the emergency situation of remote teaching in the focused context, protecting the memory of this socio- history in education, in addition to becoming a source for future studies on its possible retroactive effects.