Abstract:

In the last two years there has been a rapid growth in the use of ICTs (Information and Communication Technologies) in Brazilian education, motivated by the impossibility of face-to-face classes due to the implementation of social distancing declared by the authorities Brazilians as a means of reducing the spread of Covid-19. The Ministry of Education and Culture of Brazil (MEC), with the aim of alleviating the educational crisis in the country caused by the pandemic, authorized the holding of remote classes in public and private institutions, at all levels of teaching. Thus, the use of technologies was adopted, as well as differentiated methodologies capable of facilitating the teaching-learning process and encouraging collaboration and interaction between teachers and students. However, this context highlighted the need to qualify educators, especially regarding the use of resources technologies, as well as digital literacy for students, capable of enabling and democratizing the access and production of knowledge. In addition, it revealed the difficulty of accessing equipment and essential materials for the realization of online classes. This article, therefore, aims to present promising experiences in the teaching of digital literacy operationalized in online workshops through technological resources (computers and cell phones), in which diversified, synchronous and asynchronous activities were developed, during the pandemic, with students from the High School at Professor Edgar Barbosa State School, located in the city of Natal-RN/Brazil. These workshops, which aimed to reduce the social and digital exclusion of students and enabled their participation as autonomous subjects in this educational context, were developed within the scope of the project “Me, my school, my university: teaching-learning as an action of practice and production of pedagogical technologies for Basic Education”, which configures as an unfolding of two other projects, namely, "In times of Pandemic of Covid-19: Mathematical and Digital Literacy through Remote Learning” and “Demography and the social influence of personal networks on basic education in the Metropolitan Region of Natal - RN” and had the support of the Federal University of Rio Grande do Norte (UFRN) and the National Council of Scientific and Technological Development (CNPq). Therefore, as a theoretical basis, to substantiate the methodological procedures, the guidelines provided in the Common National Curriculum Base (BNCC) regarding the use of digital technologies and for the teaching-learning process active methodologies were used, which used genres selected according to the needs presented by the students. As a result, the genres were curriculum, scientific work, seminar, pamphlet, among others, as well as the elaboration of an entrepreneurial business plan through Google's free apps such as Documents, Forms, Presentations and Spreadsheets, the Meet web conferencing platform and other applications, which enable online interaction. In this way, this project led to several reflections on remote teaching, the first of which is the need to train students and education professionals regarding the use of technological equipment, highlighting its role as well as the adequacy of the proposed activities to the technological equipment accessible to students, in order to include everyone.

Keywords:

COVID-19, ICTs Remote classes, Digital Literacy, Active Methodologies.