Successful pedagogical practices in a literacy class in the context of remote education in the Federal District: organization of pedagogical work based on a Didactic Sequence

Abstract

This research aimed to analyze the contributions of pedagogical practices developed in a literacy class using a Didactic Sequence (DS) for teaching Portuguese (Dolz; Schneully, 2004) during remote education. The DS was developed using multimodal resources and languages (Kalantzis; Cope; Pinheiro, 2020; Ribeiro, 2021) typical of Digital Information and Communication Technologies (DICT), using the different languages and possibilities of using technology in remote teaching contexts, with a view to advancing students' appropriation of the alphabetic writing system (Soares, 2021; Morais, 2019), considering the four axes related to language - reading, textual production, orality and linguistic analysis. The research was carried out in a 1st grade elementary school class at a school run by the Federal District State Department of Education (SEEDF), with the conceptual and methodological approach being qualitative research based on participant research (Gil, 2017; Marconi; Lakatos, 2017), from the perspective of the teacher-researcher (Bortoni-Ricardo, 2008). The results of the research indicate that successful pedagogical practices were carried out, especially considering the peculiarities of remote education and the real needs of students in literacy classes, from which students showed progress in reading and writing.