Vol. 11 No. 1 (2022): “Telas demais? Leitura, escrita, educação e comunicação em tempos de tecnologias digitais”

Janeiro-Junho

Published: 2022-09-13

Editorial

Telas demais? Algumas respostas às questões do nosso tempo

Ana Elisa Ribeiro, Carla Viana Coscarelli

1-3
- PDF (Portuguese)

Artigos

The remote teaching model brought us the emergence of rethinking pedagogical practices, which trigger an assessment model focused on the learning development rather than on a final grade. With that in mind, our main goal is to discuss teachers’ perspectives on assessment during the emergency remote teaching period, which was driven by the COVID-19 pandemic. Thus, a survey was carried out with language teachers who are members of a research group at a private university in the South of Brazil, which investigates issues related to teacher education, literacies and identities. To work with the data that emerged from the responses, we used content analysis (BARDIN, 2016) and discussed it based on theorists who ground the study. From the data analysis, we propose multimedia and multimodal practices for language teaching, suggesting Project-based Learning (MORAN, 2018) as an approach that can contribute to formative assessment.

Dorotea Frank Kersch, Joyce Vieira Fettermann

4-22
- PDF (Portuguese)
In Network: an experience with a literacy project in higher education

Andréa Lourdes Ribeiro, Ana Paula Martins Corrêa Bovo, Kariny Cristina de Souza

23-39
- PDF (Portuguese)
School practices with digital multimodal texts from online teacher training

Julianna Silva Glória, Ghisene Santos Alecrim

40-52
- PDF (Portuguese)
Inequalities in digital access in teaching learning in times of pandemic

Cármina Geanini Nunes Monteiro de Souza, Rosemari Lorenz Martins

53-65
- PDF (Portuguese)
Poem in the virtual medium: proposal for an online workshop as a bridge between people during the pandemic

Vanessa Garcia de Mattos, Agda Baracy Netto, Darliana Sidiclea França

66-79
- PDF (Portuguese)

Entrevista

Computer screens, digital literature for children, readers development

Ana Elisa Ribeiro, Carla Viana Coscarelli

80-88
- PDF (Portuguese)
DOI: https://doi.org/10.17058/rzm.v11i1.17668