<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782024000400103</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n71.25555</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRODUÇÃO DE TEXTO ESCRITO DURANTE A PANDEMIA DE COVID-19 EM AULAS DE LÍNGUA PORTUGUESA EM SISTEMA REMOTO]]></article-title>
<article-title xml:lang="en"><![CDATA[WRITTEN TEXT PRODUCTION DURING THE COVID-19 PANDEMIC THROUGH REMOTE TEACHING IN PORTUGUESE LANGUAGE CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[PRODUCCIÓN DE TEXTO ESCRITO DURANTE LA PANDEMIA DE COVID-19 A TRAVÉS DE LA ENSEÑANZA A DISTANCIA EN CLASES DE LENGUA PORTUGUESA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Rafael Signato de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karwoski]]></surname>
<given-names><![CDATA[Acir Mário]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Paraná PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<numero>71</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782024000400103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782024000400103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782024000400103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo cotejamos, a partir dos pressupostos teórico-metodológicos do chamado &#8220;Estado da Arte&#8221;, gestos analíticos referentes às questões de escritas elaboradas em sala de aula. Assumindo a sua importância nos processos de ensino-aprendizagem, as reflexões serão delineadas a partir da seleção, análise e compreensão de pesquisas acadêmicas que recentemente debruçaram-se sobre a questão. Nosso olhar direciona-se à disciplina de Língua Portuguesa, principalmente no que se relaciona às ações desenvolvidas durante o período pandêmico, ou seja, no contexto do Ensino Remoto Emergencial. Objetivamos, então, compreender de que maneira os professores possibilitaram a manutenção ativa de práticas de escrita em meio ao contexto de distanciamento imposto pela crise sanitária e social da pandemia da Covid-19. Nesse aspecto, consideramos os percalços frente as mudanças didático-pedagógicas decorrentes na transição do ensino presencial para o âmbito digital. Por conseguinte, delineamos uma revisão sistemática, a partir de buscas na base de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e no Portal de Periódicos da Capes. Essas buscas foram realizadas por meio dos descritores &#8220;escrita&#8221;, &#8220;aulas de Língua Portuguesa&#8221;, &#8220;ensino remoto&#8221; e &#8220;pandemia&#8221;. Nossos resultados indicam que, durante a pandemia, os professores utilizaram diferentes metodologias, em busca de minimizar os impactos do contexto sócio-histórico em questão e, assim, abrir margens para a manutenção do contato com o ato de escrever.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study, based on the theoretical-methodological assumptions of the so-called &#8220;State of the Art&#8221;, we compare analytical gestures relating to written questions prepared in the classroom. Assuming its importance in the teaching-learning processes, the reflections will be outlined based on the selection, analysis and understanding of academic research that has recently focused on the issue. Our focus is on the Portuguese Language discipline, mainly in relation to the actions developed during the pandemic period, that is, in the context of Emergency Remote Teaching. We therefore aim to understand how teachers enabled the active maintenance of writing practices amid the context of distancing imposed by the health and social crisis of the Covid-19 pandemic. In this aspect, we consider the setbacks faced with the didactic-pedagogical changes resulting from the transition from face-to-face teaching to the digital environment. Therefore, we designed a systematic review, based on searches in the Brazilian Digital Library of Theses and Dissertations (BDTD) database and the Capes Periodicals Portal. These searches were carried out using the descriptors &#8220;writing&#8221;, &#8220;Portuguese language classes&#8221;, &#8220;remote teaching&#8221; and &#8220;pandemic&#8221;. Our results indicate that, during the pandemic, teachers used different methodologies, seeking to minimize the impacts of the socio-historical context in question and, thus, opening up margins for maintaining contact with the act of writing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio, a partir de los supuestos teórico-metodológicos del llamado &#8220;Estado del Arte&#8221;, comparamos gestos analíticos relativos a preguntas escritas preparadas en el aula. Asumiendo su importancia en los procesos de enseñanza-aprendizaje, se esbozarán las reflexiones a partir de la selección, análisis y comprensión de investigaciones académicas que recientemente se han centrado en el tema. Nuestro foco está en la disciplina de la Lengua Portuguesa, principalmente en relación con las acciones desarrolladas durante el período de pandemia, es decir, en el contexto de la Enseñanza Remota de Emergencia. Por lo tanto, pretendemos comprender cómo los docentes permitieron el mantenimiento activo de las prácticas escritas en medio del contexto de distanciamiento impuesto por la crisis sanitaria y social de la pandemia de Covid-19. En este aspecto, consideramos los retrocesos que enfrentan los cambios didáctico-pedagógicos derivados de la transición de la enseñanza presencial al entorno digital. Por lo tanto, diseñamos una revisión sistemática, basada en búsquedas en la base de datos de la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) y en el Portal de Periódicos de la Capes. Estas búsquedas se realizaron utilizando los descriptores &#8220;escritura&#8221;, &#8220;clases de lengua portuguesa&#8221;, &#8220;enseñanza a distancia&#8221; y &#8220;pandemia&#8221;. Nuestros resultados indican que, durante la pandemia, los docentes utilizaron diferentes metodologías, buscando minimizar los impactos del contexto sociohistórico en cuestión y, así, abriendo márgenes para mantener el contacto con el acto de escribir.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[produção de texto.]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[remote teaching]]></kwd>
<kwd lng="en"><![CDATA[text production]]></kwd>
<kwd lng="en"><![CDATA[writing.]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[producción de texto]]></kwd>
<kwd lng="es"><![CDATA[ensino remoto.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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