Letramentos digitais no contexto do cenário pandêmico na educação pública de Manaus: reflexões sobre formação continuada e práticas de ensino a partir da análise dialógica do discurso docente

Abstract

Given the context of the Covid-19 pandemic and the suspension of face-to-face classes, schools had to adjust to remote teaching, making use of digital information and communication technologies (DICTs), until they were able to return in a hybrid and, later, face-to-face manner. In this context, this research sought to understand the training and teaching experiences of state high school teachers, in the city of Manaus, AM, Brazil, from the perspective of digital literacy, in the face of the demands created by the Covid-19 pandemic in 2020 and 2021. The intention was that, from this understanding, one could think about the design of effective institutional and training policies in the dialogical perspective. This study was based on the theoretical assumptions related to DICTs (Castells, 1999; Lévy, 1999; Lemos, 2002), literacy and digital literacy and teacher training, drawing from applied linguistics (Kleiman, 1995; Buzato, 2006; Xavier, 2011; Ribeiro 2020a, 2020b, 2021a, 2021b) and education (Soares, 2003; Kenski, 2012; Goulart, 2006; Valente 1993, 1999, 2011, 2021; Moran, 2015; Garcia, 2006; Melo Neto, 2007, 2020). In addition, the main prescriptive legislation of national education and information from the official digital platforms of the state school system were considered, among other relevant sources that address continuing education for teachers in relation to the pedagogical use of digital technologies. Methodologically, this research is configured as qualitative, exploratory, descriptive and field, based on the theoretical-methodological perspective of the dialogical analysis of the discourse of Bakhtin and Círculo - DDA, aligned with the theory of the critical-reflective teacher, with fifteen state high school teachers as participants. The data were generated from the document “plan to return to face-to-face activities – pedagogical, management and health actions for teaching units post- covid-19 pandemic”, as well as from the application of a questionnaire, conducting interviews, exchanging messages via the WhatsApp application, writing a diary and conducting a formative dialogical experience, developed in a sequence of workshops. The results showed that most teachers presented difficulties in the use of devices and navigation on platforms, despite considering the fundamental DICTs. In relation to digital literacies, the majority demonstrated a restricted perception on the subject. Regarding the use of DICTS during remote and hybrid education, it was evident that instant messaging applications and educational platforms, such as WhatsApp, Google Classroom, YouTube and social networks, were the most used digital resources. The experiences were marked by challenges, apprehension and insecurity, due to insufficient training and material support for teachers and students, who, for economic reasons, accessed the adopted digital platforms and resources with considerable limitations. The results also revealed that institutional policies did not effectively consider teachers as protagonists of the educational process, even if they claim to have done so enunciatively, in the official document of the state education department (SEDUC-AM). The need for dialogical and polyphonic advances, involving teachers, schools and local educational policies, was made explicit for the success of new practices of digital literacy, which was confirmed in the formative dialogical experience, in which practices were resignified by the teaching subjects.