PORTUGUESE LANGUAGE TEACHERS AND REMOTE CLASSES: an analysis on teaching during the social distancing period

Abstract

In the educational environment, Information and Communication Technologies (ICTs) were used optionally, however, in the face of possible changes in the world, caused by the emergence of the new coronavirus (Covid-19), this scenario has changed, impacting education in a challenging way. The present work addresses the perspective of Portuguese language teachers on teaching through remote classes during the period of social distancing. Therefore, the objectives of this article are to describe the methodology applied in remote teaching by Portuguese teachers, to verify the performance of students from the perception of these teachers, and to analyze social inequality and its influence on the teaching and learning process of students from private and public municipal systems in the city ​​of Zé Doca, locus of the research. The theoretical framework is based on the contributions of Hodges et al (2020) Barbosa, and Viegas and Batista (2020), who define and discuss teaching in the remote modality. For methodological reasons, we delimited our corpus and selected 9th grade classes to carry out the study. It is categorized as a qualitative research with an exploratory and descriptive nature, carried out through the application of a questionnaire. Based on the data collected, it was possible to verify the need for changes in the methodology applied in remote classes, and possible intervention plans in the reality experienced and the relevance of the use of digital technologies as a promising teaching tool during the period of social isolation.