Virtual classes, empty universities and the language practices of pedagogy students

Abstract

The pandemic impacted the process of training Portuguese language teachers in Pedagogy degrees, in a context of remote classes and universities with paralyzed face-to-face activities. Guided by the Interdisciplinary approach of Applied Linguistics, the article aims to investigate how language practices can contribute to a possible strengthening of reading and writing skills and also to increase the literary repertoire of Pedagogy students, from virtual clas[1]ses in the pandemic context. The interactions in the virtual remote classes and the students’ readings and discursive productions of academic (synthesis, review, subjective reading ques[1]tions) and literary (changing history, literary memories) genres are focused. The research is of a qualitative nature and of descriptive documental analysis. The activities carried out seem to contribute to the linguistic development, with the students’ academic and literary literacies practices, with the expansion of linguistic, discursive and sensitive to social issues in the field of language. It revealed, however, from analytical categories, the need for a continuous forma[1]tive work of reading, writing, rewriting, activities contextualized with the students’ experiences, for the possible strengthening of their literate practices, which should reflect on the future exer[1]cise of their profession, as literacy agents.