As representações de uma professora iniciante de língua inglesa no ensino remoto emergencial : um estudo à luz do interacionismo sociodiscursivo e das ciências do trabalho

• Ano de defesa: 2023
• Autor(a) principal: Costa, Ana Carolina Dias da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Linguística aplicada; Trabalho docente; Ciências do trabalho; Ensino remoto emergencial; Construção identitária; Teaching work; Socio-discursive Interactionism; Work Sciences; Emergency Remote Education; Identity Construction; Trabajo docente; Interaccionismo sociodiscursivo; Ciencias del Trabajo; Teleenseñanza de emergencia; Construcción de identidad; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32449

The aim of this study is to investigate the educational work, more precisely the representations of an English teacher in training in Emergency Remote Education (ERE), introduced as a teaching modality during the Covid-19 pandemic in the year 2020, and what they reveal about her action and identity construction. Grounded on qualitative-interpretative analysis, this research is aligned with Applied Linguistics of a transdisciplinary nature, focused on the social and discursive practices overlapped by the identity constitution. The theoretical-methodological framework of this research is based on i) studies on identity from Applied Linguistics, Sociology and Cultural Studies (MOITA LOPES, 2006; DUBAR, 2005; BAUMAN, 2005; HALL, 2014), ii) investigations within the scope of Sociodiscursive Interactionism (ISD), among them, Bronckart (1999; 2006; 2008; 2009), Bronckart and Machado (2004), Machado (2007; 2009), Machado and Bronckart (2009), iii) the contributions of Ergonomics and the Activity Clinic, based on Clot ([1999]2007), Faïta (2002), Amigues (2004), Saujat (2004), and iv) research such as Reichmann (2001; 2012a; 2015), Kleiman (2005; 2007), Medrado (2008), Sant'ana (2016) and Araújo (2021) that aim at a better understanding of teaching work through the study of language practices and their implications in teaching action. Thus, a case study was carried out based on the analysis of six (6) entries in a reflective diary (RD) and twenty (20) excerpts from a simple self-confrontation interview (SCA). The data analysis focused on the enunciative levels, especially through the investigation of voices and modalizations and the semantic level, observing the reading of the act in the motivational, intentional and resources dimensions for the teaching practice, in addition to investigating the construction of their work and their classroom environment in the course of ERE, from the observance of the constitutive objects of the teaching work (AMIGUES, 2004; MACHADO, 2007).The data presented the different images constructed about the teacher's action in ERE, revealing conflicts, emotions and impairments that pervaded her socio-professional development. In this way, it was possible to verify that the processes surrounding the construction of the teacher's identity were based on self-prescriptions supported by preconstructions of human activity. In addition, the data showed that multiple social identities, knowledge and practices converged alternately in a process of tension between identities for oneself and for others, anchoring the construction of the teacher's identity in the midst of conflicts amplified in the ERE period. In the light of the analyses, this research proposes a reflection on teacher training in the face of the challenges for an education that observes social, technological and digital demands, allowing opportunities for the establishment of training, research and intervention spaces that provide continuous processes of (re)construction and reflection of teachers action.