Autonomy in digital literacy: experiences of language teachers in the remote teaching period
Continuing Training. Teacher autonomy. Digital Literacy.
The main objective of the study is to investigate the process of autonomy of Portuguese and English language teachers, in service in the context of the Covid-19 pandemic, in the development of their digital skills. In the educational field, the return of non-face-to-face classes was one of the emergency measures to deal with the proliferation of COVID-19. Thus, unexpectedly, teachers had to teach their classes mediated exclusively by digital technologies. In the theoretical framework of the research, the contributions of studies by authors of Applied Linguistics (LA) such as Moita Lopes (2006), Rajagopalan (2003), (2006) were mainly used. Authors on digital literacy and digital practices Barton and Lee (2015), Dudeney; Hockly; Pegrum (2016) and contributions from authors dealing with the theme of autonomy in learning, Benson (2008), Littlewood (1997), teacher autonomy Contreras (2002), Tardif teaching knowledge (2014) and teacher training Imbernón (2011) . The approach of the work focused on qualitative research and the narrative interview was used as a data collection instrument. Five teachers from the state network of Mato Grosso, municipalities of Sinop and Sorriso participated in the research. The analysis of the study presented significant reflections for the teaching profession, because it configured a look focused on the knowledge of teachers mobilized in the face of the challenge of teaching Portuguese and English classes in remote teaching