Digital Technologies as a Pedagogical Resource for Remote Teaching: Implications for Continuing Education and Teaching Practices

Abstract

This study emerged from inquietudes about the impasses that go through the experience of Emergency Remote Education (ERE) during the COVID-19 pandemic unleashed in 2020. In this sense, this article reports on a research whose objective was to analyze the implications of the use of digital technologies in the continuing education process and in the practices of literacy teachers, during the Remote Teaching, in 2020, in the Francisco Francelino de Moura Municipal School. The study was developed through a literature review of the main concepts that underpin the literacy process: pedagogical mediation, teaching practice and ERE. In addition, the normative documents of this type of teaching, the National Common Curricular Base, among others, were verified. We also conducted a qualitative field research with two literacy teachers of 1st and 2nd year (Literacy Cycle). The data treatment procedure used was Content Analysis. It was found that the teachers developed new practices, especially with the use of digital technologies and, despite the difficulties encountered, they sought to know and appropriate these resources resulting in a reflective practice of constant research and improvement.