REFLECTIONS ON THE MEDIATION OF CLASSES ACTIVITIES IN REMOTE TEACHING

Abstract

: The Covid-19 pandemic has imposed challenges and possibilities on educational systems related to remote teaching. This article aims to discuss mediation strategies for remote Portuguese classes/activities considering the relationship between teaching and the limitations of social contexts. The following question constitutes the research problem: what strategies to develop so that teaching activities reach learners in their particular social contexts, enabling the mediation of teaching practices? It is assumed that printed resources, as well as digital ones, support efficient strategies, however, limitations and lack of knowledge truncate their wide use in teaching activities. The work is based on the postulates of Duboc (2011), Gomes and Silva (2017), Kalantzis et al. (2020). This is a qualitative research that includes the analysis of materials arranged in scripts and remote activities for the final years of Elementary School. The research showed that teaching strategies must contemplate the aspirations of the context in which they are inserted and, as such, the technological artifacts to be inserted in the teaching process, must be the object of reflection, reception and redirection of purposes and specificities.