[Didactic activities for teaching German in a remote emergency context: power analysis and action proposals for critical reflection]

Abstract

This paper aims to present a cartography of power relations, from a Foucauldian perspective, involved in the context of teaching and learning German as a Foreign Language (ALE), expanding it by taking into account the impacts of the Covid-19 pandemic. In addition, we propose a reflection on the use of materials created for face-to-face classes and the challenges for teachers and students in adapting them for use in remote classes (Rocha, Deusdará, Arantes, 2020). To this end, we developed a model for the analysis of activities proposed by materials widely used in Brazil, from the theoretical perspective of Discourse Analysis and power (Foucault, [1979], 2003).

Keywords:
Textbook; Emergency Remote Teaching; Power; Teaching and learning German; critical language learning