Perspectives of portuguese language teachers on teaching-learning in the contextof the COVID-19 pandemic

Abstract

This study analyzes, from the perspective of Applied Linguistics, the Portuguese Language teachers’ point of view in Basic Education in the public school, in Brazil, more specifically in Elementary School II. It is on teaching-learning and how they are related to the theoretical principles of multiliteracies (The New London Group, 1996; Rojo, 2012 among other authors) combined with actions that emerged as a way of confrontation with the pandemic period, triggered by the Covid-19 health crisis. In that context, which generated changes in education as a whole, this research seeks to reflect on the Portuguese Language teaching-learning in dialogue with the multiliteracies manifested in the moment of pandemic (Beraldo, 2020) from teachers’ perspective. The methodological course of the research was qualitative in nature, which values the voices of the participants (Bauer, Gaskell, 2002; Andrade, Hollanda, 2010) and of an ethnographic nature that advocates the intertwining of linguistic and cultural school issues through respect for the emic view of the participants researched (Spradley, 1980; Watson-Gegeo, 1988) and the data were analyzed based on the interpretative approach. Therefore, the results showed impactful and challenging experiences, but creatively experienced and transposed by teachers and managers. There are indications of possible paths for changes and adjustments in the pedagogical praxis of Portuguese Language teachers. Furthermore, practices engaged with multiliteracies stimulated contextualized teaching-learning that converged with the demands of the pandemic scenario and involved the entire school community.