Práticas de alfabetização e letramento no contexto de ensino remoto

Abstract

Anchored by the conceptions of literacy that are aligned with the studies of researchers from the News Literacy Studies, this work thematizes the reading and writing practices developed in remote mode, by a literacy teacher from the municipal public network of a city in the interior of Minas Gerais and aims to observe whether these practices approach or distance themselves from the literacy models as prescribed by seminal researchers such as Street (1984, 2003a, 2003b, 2014), Barton (1994), Gee (1998, 2005), Freire (1974, 1983, 2004), Tôrres (2003, 2009, 2010), Ferrarezi Jr. (2014, 2022, 2023) and Soares (1998, 2011, 2015, 2018). The research is a case study, of a qualitative-interpretative nature and proposes to analyze the classes given by the teacher, from May to July 2021. As research instruments, a semi-structured interview with the teacher, a report autobiographical, in which it is intended to know their beliefs and values about the conception of reading and writing and carried out an analysis of the materials used by the educator. This set of data allowed us to understand that the literacy practices developed by the teacher oscillate between the literacy models being in remote classes, however, in most of the practices analyzed, the autonomous model is privileged.