Saberes docentes e as tecnologias digitais da informação e comunicação: o trabalho de professores de língua portuguesa e o ensino remoto emergencial nas Insituições de Ensino do Assentamento José Maria - Abelardo Luz/SC

Abstract

The present investigation was conducted by the research problem that sought to answer to what extent the knowledge of Portuguese Language teachers, regarding the uses of Digital Information and Communication Technologies, contributed and influenced the development of emergency remote activities, in time of a pandemic, in the educational institutions of the José Maria Settlement - Abelardo Luz/SC? In institutions that are part of the Rural Education offer, it aimed to investigate the knowledge of Portuguese language teachers, regarding the use of digital information and communication technologies, and how they contributed and influenced the development of emergency remote activities in time of pandemic. The educational institutions that are part of the investigation are located in an agrarian reform settlement area organized by the MST, in the José Maria Settlement, within a radius of approximately 500 m²: José Maria Municipal Basic School; Paulo Freire State High School; and Federal Institute of Education, Science and Technology of Santa Catarina Advanced Campus of Abelardo Luz/SC. Consistent with a Freirean theoretical and epistemological basis, it dialogues with the liberating and emancipatory perspective and assumes historical-dialectical materialism as a method and methodological conception for the treatment of the object. It is evident, therefore, that during the period that it was necessary to close educational institutions and adopt measures of social isolation, the TDICs became even more present and necessary in the educational context, especially in the work of teachers to develop work in the teaching modality. emergency remote, but for these resources to actually contribute to the teaching and learning process, it is necessary to make them available at school, training and (re)knowledge of TDICs as didactic and pedagogical resources, in close relationship with the educational context (PEREIRA, 2019; KENSKI, 2008, 2012; PINO, 2003; MORAN, 2004). However, as for teacher training and as for Organs competent bodies as inequalities of access and were developed for teaching, however, and as for the offer to students, families are solely responsible for teaching during the pandemic. Technical education teachers, whose knowledge of teachers has not yet been investigated in the creation of the TDIC and adopt a more technical and operational perspective of teaching, decontextualized defend themselves critical, disintegrating in a partial and fragmented way in emergency remote development.