THE DIGITAL TECHNOLOGIES AS A PEDAGOGICAL RESOURCE FOR REMOTE TEACHING: IMPLICATIONS FOR CONTINUING EDUCATION AND TEACHING PRACTICES

Abstract

The present research emerges from inquietudes about the impasses that go through the experience of Emergency Remote Education (ERE) during the COVID-19 Pandemic unleashed between 2020 and 2021.  This article reports on a research that had as objective 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 as pedagogical mediation, teaching practice and the RES, and the normative documents of the RES and the Common National Curriculum Base (BNCC), among others. A qualitative field research was conducted with two literacy teachers of 1st and 2nd year (Literacy Cycle). The analysis of the interviews occurred using the Content Analysis procedure. The results show that the teachers developed new practices, especially with the use of digital technologies and, despite the difficulties encountered, sought to know and appropriate these resources, resulting in a reflective practice, of constant search and improvement, concerning continuing education.