Resumo

TELES, Maria Patrícia de Oliveira; COSTA, Emanuel Moura  e  COSTA JUNIOR, Euvaldo de Sousa. Contextualization of the teaching of portuguese language and literature: a tool for inclusion of the quilombola subject in times of pandemic?. Educação. Porto Alegre [online]. 2022, vol.45, n.1, e-41564.  Epub 17-Jul-2023. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2022.1.41564.

The objective was to analyze the pedagogical mediations performed in the subject of Portuguese language, regarding the literature of the final years of elementary school with the purpose of contextualizing the quilombola subject in Bela Vista-PI in the covid-19 pandemic. The data collection was done through the analysis of the content of the activity notebooks sent by the schools to the students of the final years of elementary education during the months of August and December of 2020. To support the analysis, contributed to the study, regarding mediation and the approaches of Alves (2020), Antunes (2014) and Pino and Sigardo (2000). Regarding mediation and contextualization in Portuguese language teaching, the productions of Soares (2002), Bernardo (2016); Daros (2021), collaborated with the studies regarding education in the covid-19 pandemic, and about the education of the quilombola subject. It was possible to verify that, although the contextualization of the life of the quilombola subject, as well as other minorities, in teaching in the Portuguese language discipline could contribute to inclusion, the teachers did not employ it as a pedagogical tool.

Palavras-chave : mediation; teaching; portuguese language and literature; quilombola.

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