Teacher interaction in the production of texts in the final years of elementary school in a hybrid teaching context

Abstract

This paper presents the conception about the fundamental role of teacher interaction in the procedural teaching of written texts, from the practices and principles that lead to the development of writing in elementary school. Moreover, this study seeks to enhance the practical of systematized teaching and learning of writing in a hybrid education context. In view of this, the article aims to examine, in the pedagogical practices of teachers, the conceptions about interaction present in their practices of text production with students in the final years of elementary school in a hybrid education context. From this perspective, using the qualitative methodology, via content analysis (Bardin, 2010), three selected categories emerged, namely: professional formation, conceptions of text production, and pedagogical practice. The results show the relevance of teacher interaction in hybrid learning contexts, pointing out possible modifications in pedagogical practices and methodologies focusing on text production. The categories that emerge indicate the perspective of a work that provides its teaching with the conception of procedural writing. The analyses reveal significant factors about the relational epistemology and the teaching action from the point of view expressed by the participants, being corroborated by the studies of other authors and researchers. Aspects such as the importance of the diffusion of the digital world in face of the demands of the pandemic; the valorization of contextualized continuing education in the school environment, based on real teaching needs; learning with peers; and, also, the teaching identity emerge.