Banca de DEFESA: JOSE ISAVAM OLIVEIRA SILVA

Applied Linguistics. Portuguese language. Emergency Remote Teaching. Narrative Interview. Digital Technologies.

This research is linked to Applied Linguistics (LA) and its object of study is the narratives of young high school students about their experiences with the Portuguese Language in the context of Emergency Remote Education (ERE). The justification that validates this study lies in the identification of a gap in the existing literature until the conclusion of this investigation. This gap refers to the lack of research that focuses on young people's own perceptions about the interface between the Portuguese Language and digital technologies in the context of Emergency Remote Education (ERE). Most studies carried out so far have focused on the perceptions of teachers and the school community, silencing the voice of the main agents in this process: students. Given this finding, I proposed the following research question as a research question: How are perceptions about Portuguese language classes and the use of Digital Technologies during ERE represented in the narratives of young high school students? In light of this question, I proposed the following general and specific objectives: i) to analyze the experiences with the Portuguese Language combined with the use of DT in the context of Emergency Remote Education (ERE), in the narratives of young people in high school at a public school teaching located in the northwest region of the state of Mato Grosso; ii) understand how and for what purposes DT were integrated into PL classes during ERE; iii) identify the literacy practices encouraged during these classes in high school, given the challenges imposed by ERE. The research was based on the principles of the qualitative research method, focusing on narrative research, according to Todorov (1979) and Clandinin and Connelly (2011). The theoretical contribution addresses different perspectives on the teaching of the Portuguese Language in High School, considering important contributions, Emergency Remote Teaching (ERE), as analyzed by Paiva (2020), Digital Technologies (DT), according to the investigations of Ribeiro (2020) , and in the teaching of Portuguese Language (LP), as outlined by the National Common Curricular Base (BNCC, 2018), with additional contributions from Ribeiro and Coscarelli (2023). I also highlight the use of DT, according to the research of Barton and Lee (2015), Rojo (2012), GNL (2000[1996]), Lévy (1993), as well as the considerations of Kalantzis, Cope and Pinheiro ( 2020), I employ the theoretical-methodological precepts of the narrative interview, proposed by Barcelos (2020). The analysis followed the perspective of Lieblich, Tuval-Mashiach and Zilber (1998), Jovchelovitch and Bauer (2018) and Ravagnoli (2018), which showed the persistent relevance of DT in the post-pandemic, with emphasis on applications, online platforms, line, videoconferences and virtual reality. The young people's narratives highlighted the importance of DT in education during the ERE. They highlight the adaptation of educators and young people to difficult conditions, highlight the role of DT in maintaining reading and writing practices, and highlight the potential of these technologies in the educational process. However, it points to challenges such as inequality in access to DT and the need for a critical approach in its use. This research result reaffirms the importance of investments in educator training and technological infrastructure to promote quality education to meet contemporary demands.