PEDAGOGICAL PRACTICES OF DICT IN ERE PORTUGUESE LANGUAGE CLASSES

Abstract

The changes imposed by the COVID-19 Pandemic have impacted everyone in recent times. As a consequence, education needed to be adjusted to Emergency Remote Education - ERE. In this new context, teachers had to adapt to the new educational scenario without any training, which entailed issues regarding the use of digital technologies for pedagogical practice; this has become a topic to be discussed in academia on the importance of digital literacy in teacher training. In view of this fact, this study is aimed at analyzing the pedagogical conceptions of the use of digital technologies in ERE. This study drew on bibliographic research, based on an integrative literature review, which has revealed pedagogical conceptions about the use of digital technologies emphasizing that ERE has not contributed to the effective use of these tools. The analysis of the selected searches allowed us to draw at least two main conclusions: the use of technologies ended up replicating traditional teaching; the use of systems and/or applications brought an important contribution to teaching practice by helping teachers to think about the implications of technological artifacts for the educational scenario.