Contextualization of the teaching of portuguese language and literature: A tool for inclusion of the quilombola subject in times of pandemic? ; Contextualización de la enseñanza de la lengua y la literatura portuguesa: ¿una herramienta para la inclusión del sujeto quilombola en tiempos de pandemia? ; Contextualização do ensino de língua portuguesa e literatura: Uma ferramenta de inclusão do sujeito quilombola em tempos de pandemia?

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. ; El propósito de este estudio fue analizar las mediaciones pedagógicas realizadas en la asignatura de lengua portuguesa, en relación con la literatura de los últimos años de la educación primaria con el fin de contextualizar la asignatura de quilombola en Bela Vista-PI en la pandemia del covid-19. La recogida de datos se realizó mediante el análisis de contenido de los cuadernos de actividades enviados por los centros educativos a los alumnos de los últimos cursos de primaria durante los meses de agosto y diciembre de 2020. Para apoyar el análisis, contribuyeron al estudio, en relación con la mediación y los enfoques de Alves (2020), Antunes (2014) y Pino y Sigardo (2000). A propósito de la mediación y la contextualización en la enseñanza de la lengua portuguesa, las producciones de Soares (2002), Bernardo (2016); Daros (2021), colaboraron con los estudios a ...