COSTA FILHO, R. B.; COSTA FILHO, ROBERTO BARBOSA.; http://lattes.cnpq.br/4938451737451535; COSTA FILHO, Roberto Barbosa.
Résumé:
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.
