Materialização dos gestos didáticos em atividades pedagógicas complementares durante a pandemia da Covid-19

Abstract

This study is situated in the field of Applied Linguistics and is theoretically based on Sociodiscursive Interactionism by Jean-Paul Bronckart, as well as on the contributions proposed by Bernard Schneuwly and Joaquim Dolz for the teaching and learning of textual genres. The general objective of this study is to investigate the materialization of foundational didactic gestures contained in the command for the production of the argumentative-essay genre in the Complementary Pedagogical Activities (APC) of Portuguese Language in a school in Dourados-MS during the COVID-19 pandemic period. The specific objectives are: to identify which foundational gestures are present in the commands for producing the argumentative essay genre; and to observe how these gestures are activated by the teacher when elaborating the command for textual production. The adopted methodology is qualitative, with a documentary research approach, which consists of analyzing data from documents to extract information for understanding the phenomenon in question. The research corpus consists of the APCs. The results obtained indicate that foundational didactic gestures, such as task formulation and the use of memory, are important elements in the commands for textual production of the argumentative-essay genre. These gestures not only guide students in their writing tasks but also encourage them to establish connections with prior knowledge and apply such knowledge in a critical and reflective manner. The detailed analysis of the APCs revealed that the teacher's actions, grounded in Sociodiscursive Interactionism, promote the development of language capacities by structuring activities to foster interaction and the construction of knowledge in a collaborative and dialogic way. Furthermore, the research demonstrated how the adaptation of textual production commands during the COVID-19 pandemic period proved effective in maintaining the continuity and quality of the teaching and learning process, even in the face of the adversities imposed by remote teaching. In summary, this study highlights the relevance of pedagogical practices that are flexible and responsive to emerging educational circumstances, emphasizing the importance of a student-centered didactic approach for the effective transmission and construction of linguistic knowledge in times of crisis.