Interaction, challenges and paths, in times of pandemic, in the context of LEdoC teacher training

Abstract

This paper analyzes the interaction between teachers and students in the context of online classes, of the curricular component ‘Syntax of the Portuguese Language’, in the second half of 2020, identifying didactic strategies to maintain teacher training in the Degree in Rural Education (LEdoC), at University of Brasília (UnB), in the context of the Covid-19 pandemic, when there was an abrupt change in the daily life of humanity, especially in relation to social isolation, which printed the interaction at a distance between people. Interactional Sociolinguistics, The Literacy Studies, as well as multiliteracies are the theoretical basis of the work. The methodology is qualitative, focusing on interactional frameworks, based on Interactional Sociolinguistics. The frames, with their specific genres, and the material produced for the discipline make up the data. The result of the study brings a reflection on a context of teacher training, from the perspective of Culturally Sensitive Pedagogy, which reveals possible strategies to provide a fruitful environment for teaching and learning language, even in complex times and with unconventional resources. In addition, it shows, in a way, the use of Digital Information and Communication Technologies (TDIC), as a strategy, for the continuation of teacher training at LEdoC. The research also showed that WhatsApp was the tool that enabled the interaction of teachers with students, even though it was not a resource planned by the University for pedagogical mediation. In view of this, the research also highlights the need for investment in TDIC that reach rural people, who need good quality internet access. Because, without internet access, the different forms of literacies will not be achieved by these people, excluding them from such important access for research, individual and professional training.