Teaching writing as a process using digital platforms and ICT in pandemic contexts

Abstract

This paper, of a qualitative nature, subsidized by the cognitive-functional perspective, reflects about writing, describing the way how the process of writing argumentative text (about the “return to class’s”) went by using ICT’s. This process was carried out by students from a private school, in a pandemic context, where classes took place virtually, using digital platforms such as Zoom Cloud Meeting, Skype, Microsoft Office and E-mail. Faced with the pandemic situation, the study shows that it is possible to have the technological means to develop multiple skills in students, but it also shows that it is possible to work writing as a process, develop autonomy and awareness in the student and still meet the programmed content.