Do remoto ao presencial: transposição didática de práticas de linguagem na educação básica.

Abstract

This article presents the results of the PIBIC/CNPq/UFCG project (2023/2024), which investigates successful teaching practices during the return to in-person teaching (2022–2023), based on testimonies from Portuguese language teachers in basic education. The objective is to analyze factors of success in language practices — such as comprehension, production, and linguistic analysis — in oral, written, and multisemiotic modalities. The research, of a qualitative and exploratory nature, used teaching narratives to identify successful experiences during this period. The theoretical basis includes reflections on pandemic and post-pandemic teaching (Nóvoa; Alvim, 2021), learning recomposition (Santos; Cruz, 2023), and internal didactic transposition (Petitjean, 2008). The data indicate three interrelated axes of success: work, pedagogical, and multimedia literacy practices. Among the main success factors, the following stand out: planning contextualized to the local reality, the valorization of readings linked to the students' daily lives, and the use of Digital Information and Communication Technologies (TDICs) in strategies with games, aiming at oral, written and multi-semiotic production, in addition to linguistic-textual analysis. In conclusion, these elements, according to the teachers, were decisive for the resumption of quality in-person teaching.