Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/18943 |
Resumo: | The pandemic caused by the emergence of the new coronavirus in Brazil has already led to thousands of deaths. In face of this scenario, in education, the closing of schools resulted in the implementation of remote teaching as a learning method. Thus, the reflections that will be presented in this research contemplate, as a overall goal, what this social problem has brought to the student’s lives from the tragic context we live in, having as a theoretical basis the Positioning Theory (HARRÉ; VAN LANGENHOVE, 1999), encompassaing the aspect of the individuals emotions in the interactions produced by the pandemic. For this purpose, the intervention addresses the analysis of a regulated debate held with students from a 9th grade of a public elementary school in the state network, whose theme was about remote education in the context of the Brazilian public school, going through the issue of social inequalities and access. The debate took place through the virtual platform Google Classroom, in September 2020. The research methodology used is qualitative in nature (HAGUETTE, 2013) and assumes an ethnographic nature (ANDRÉ, 2003). Based on the virtual interaction model and on the Ethnomethodological Conversation Analysis perspective (SCHEGLOFF; JEFFERSON; SACKS, 1977), some speech segments will be displayed through transcripts. Through short narratives that emerged in the speech, students resorted to the use of emotion to position both themselves and others in the conversation. In the debate, positions of exclusion, indifference, and indignation were assertively constructed by the interactants when talking about their emotions, also emerging a positioning of the other, in this case, the negligent part of adult society, in relation to the issues imposed by the pandemic. As a product of the dissertation, a Pedagogical notebook was elaborated, following the stages of the intervention carried out, with the intention of providing other teachers with the opportunity to expand the discussions about remote teaching in their classrooms, as well as to give other students the opportunity to talk about what they feel in the midst of the pandemic context. The goals of this research also stands out, in addition to the valorization of orality, the education of emotions in the school space, a point of extreme priority, mainly in the context of post-pandemic education. |
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Abritta, Carolina Scalihttp://lattes.cnpq.br/4875126755990961Rodrigues, Andreahttp://lattes.cnpq.br/1270392475151238Vieira, Amitza Torreshttp://lattes.cnpq.br/1496238532596726http://lattes.cnpq.br/1026800331456720Francisco, Carlos Wagner Marinellewagnerfriburgo@hotmail.com2023-01-23T20:22:26Z2021-07-12FRANCISCO, Carlos Wagner Marinelle. Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus. 2021. 123 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ.http://www.bdtd.uerj.br/handle/1/18943The pandemic caused by the emergence of the new coronavirus in Brazil has already led to thousands of deaths. In face of this scenario, in education, the closing of schools resulted in the implementation of remote teaching as a learning method. Thus, the reflections that will be presented in this research contemplate, as a overall goal, what this social problem has brought to the student’s lives from the tragic context we live in, having as a theoretical basis the Positioning Theory (HARRÉ; VAN LANGENHOVE, 1999), encompassaing the aspect of the individuals emotions in the interactions produced by the pandemic. For this purpose, the intervention addresses the analysis of a regulated debate held with students from a 9th grade of a public elementary school in the state network, whose theme was about remote education in the context of the Brazilian public school, going through the issue of social inequalities and access. The debate took place through the virtual platform Google Classroom, in September 2020. The research methodology used is qualitative in nature (HAGUETTE, 2013) and assumes an ethnographic nature (ANDRÉ, 2003). Based on the virtual interaction model and on the Ethnomethodological Conversation Analysis perspective (SCHEGLOFF; JEFFERSON; SACKS, 1977), some speech segments will be displayed through transcripts. Through short narratives that emerged in the speech, students resorted to the use of emotion to position both themselves and others in the conversation. In the debate, positions of exclusion, indifference, and indignation were assertively constructed by the interactants when talking about their emotions, also emerging a positioning of the other, in this case, the negligent part of adult society, in relation to the issues imposed by the pandemic. As a product of the dissertation, a Pedagogical notebook was elaborated, following the stages of the intervention carried out, with the intention of providing other teachers with the opportunity to expand the discussions about remote teaching in their classrooms, as well as to give other students the opportunity to talk about what they feel in the midst of the pandemic context. The goals of this research also stands out, in addition to the valorization of orality, the education of emotions in the school space, a point of extreme priority, mainly in the context of post-pandemic education.A pandemia causada pelo surgimento do novo coronavírus, no Brasil, já acarretou milhares de mortes. Diante desse cenário, na educação, o fechamento das escolas resultou na implementação do ensino remoto como método de aprendizagem. Assim, as reflexões que serão apresentadas nesta pesquisa contemplam, como objetivo geral, o que essa problemática social acarretou na vida dos estudantes a partir do contexto trágico que vivemos, tendo como embasamento teórico a Teoria do Posicionamento (HARRÉ; VAN LANGENHOVE, 1999), abrangendo o aspecto das emoções dos indivíduos nas interações produzidas. Para tal efeito, a intervenção aborda a análise de um debate regrado realizado com alunos de uma turma de 9º ano do Ensino Fundamental de uma escola pública da rede estadual, cuja temática foi sobre o ensino remoto no contexto da escola pública brasileira, passando pela questão das desigualdades sociais e de acesso. O debate ocorreu por meio da plataforma virtual Google Classroom, no mês de setembro de 2020. A metodologia de pesquisa adotada é de natureza qualitativa (HAGUETTE, 2013) e assume um caráter etnográfico (ANDRÉ, 2003). Com base no modelo de interação virtual e na perspectiva da Análise da Conversa Etnometodológica (SCHEGLOFF; JEFFERSON; SACKS, 1977), alguns segmentos de falas serão exibidos por meio de transcrições. Através de pequenas narrativas que surgiram no discurso, os alunos recorreram ao uso da emoção para posicionarem tanto a si quanto aos outros na conversa. No debate, posicionamentos de exclusão, de indiferença e de indignação foram construídos pelos interagentes, de modo assertivo, ao falarem sobre as suas emoções, emergindo também um posicionamento do outro, nesse caso, a parte negligente da sociedade adulta, em relação às questões impostas pela pandemia. Como produto da dissertação, um Caderno Pedagógico foi elaborado, seguindo as etapas da intervenção realizada, com o intuito de proporcionar a outros docentes que as discussões sobre o ensino remoto possam ser ampliadas em suas salas de aula, assim como oportunizar que outros alunos falem sobre o que sentem em meio ao contexto pandêmico. Destaca-se também nos objetivos desta pesquisa, além da valorização da oralidade, a educação das emoções no espaço escolar, ponto de extrema prioridade, principalmente no contexto da educação pós-pandemia.Submitted by Antônio Luiz CEH/D (zergelprimo@yahoo.com.br) on 2023-01-23T20:22:26Z No. of bitstreams: 1 Dissertação - Carlos Wagner Marinelle Francisco - 2021 - Completa.pdf: 4389082 bytes, checksum: 6ff3b10c4b594e3ac7a36fb2d1bb22f0 (MD5)Made available in DSpace on 2023-01-23T20:22:26Z (GMT). No. of bitstreams: 1 Dissertação - Carlos Wagner Marinelle Francisco - 2021 - Completa.pdf: 4389082 bytes, checksum: 6ff3b10c4b594e3ac7a36fb2d1bb22f0 (MD5) Previous issue date: 2021-07-12Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Letras, Mestrado Profissional em Rede Nacional (PROFLETRAS) - FFPUERJBrasilCentro de Educação e Humanidades::Faculdade de Formação de ProfessoresPosicionamentoEmoçãoEnsino remotoCoronavírusDebatePositioningEmotionsRemote teachingLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAPosicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírusPositioning and emotion: a debate on remote learning in the context of the coronavirus pandemicinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Carlos Wagner Marinelle Francisco - 2021 - Completa.pdfDissertação - Carlos Wagner Marinelle Francisco - 2021 - Completa.pdfapplication/pdf4389082http://www.bdtd.uerj.br/bitstream/1/18943/2/Disserta%C3%A7%C3%A3o+-+Carlos+Wagner+Marinelle+Francisco+-+2021+-+Completa.pdf6ff3b10c4b594e3ac7a36fb2d1bb22f0MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/18943/1/license.txte5502652da718045d7fcd832b79fca29MD511/189432023-03-03 09:18:03.111oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032023-03-03T12:18:03Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
dc.title.alternative.eng.fl_str_mv |
Positioning and emotion: a debate on remote learning in the context of the coronavirus pandemic |
title |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
spellingShingle |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus Francisco, Carlos Wagner Marinelle Posicionamento Emoção Ensino remoto Coronavírus Debate Positioning Emotions Remote teaching LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
title_full |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
title_fullStr |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
title_full_unstemmed |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
title_sort |
Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus |
author |
Francisco, Carlos Wagner Marinelle |
author_facet |
Francisco, Carlos Wagner Marinelle wagnerfriburgo@hotmail.com |
author_role |
author |
author2 |
wagnerfriburgo@hotmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abritta, Carolina Scali |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4875126755990961 |
dc.contributor.referee1.fl_str_mv |
Rodrigues, Andrea |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1270392475151238 |
dc.contributor.referee2.fl_str_mv |
Vieira, Amitza Torres |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1496238532596726 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1026800331456720 |
dc.contributor.author.fl_str_mv |
Francisco, Carlos Wagner Marinelle wagnerfriburgo@hotmail.com |
contributor_str_mv |
Abritta, Carolina Scali Rodrigues, Andrea Vieira, Amitza Torres |
dc.subject.por.fl_str_mv |
Posicionamento Emoção Ensino remoto Coronavírus Debate |
topic |
Posicionamento Emoção Ensino remoto Coronavírus Debate Positioning Emotions Remote teaching LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.eng.fl_str_mv |
Positioning Emotions Remote teaching |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
The pandemic caused by the emergence of the new coronavirus in Brazil has already led to thousands of deaths. In face of this scenario, in education, the closing of schools resulted in the implementation of remote teaching as a learning method. Thus, the reflections that will be presented in this research contemplate, as a overall goal, what this social problem has brought to the student’s lives from the tragic context we live in, having as a theoretical basis the Positioning Theory (HARRÉ; VAN LANGENHOVE, 1999), encompassaing the aspect of the individuals emotions in the interactions produced by the pandemic. For this purpose, the intervention addresses the analysis of a regulated debate held with students from a 9th grade of a public elementary school in the state network, whose theme was about remote education in the context of the Brazilian public school, going through the issue of social inequalities and access. The debate took place through the virtual platform Google Classroom, in September 2020. The research methodology used is qualitative in nature (HAGUETTE, 2013) and assumes an ethnographic nature (ANDRÉ, 2003). Based on the virtual interaction model and on the Ethnomethodological Conversation Analysis perspective (SCHEGLOFF; JEFFERSON; SACKS, 1977), some speech segments will be displayed through transcripts. Through short narratives that emerged in the speech, students resorted to the use of emotion to position both themselves and others in the conversation. In the debate, positions of exclusion, indifference, and indignation were assertively constructed by the interactants when talking about their emotions, also emerging a positioning of the other, in this case, the negligent part of adult society, in relation to the issues imposed by the pandemic. As a product of the dissertation, a Pedagogical notebook was elaborated, following the stages of the intervention carried out, with the intention of providing other teachers with the opportunity to expand the discussions about remote teaching in their classrooms, as well as to give other students the opportunity to talk about what they feel in the midst of the pandemic context. The goals of this research also stands out, in addition to the valorization of orality, the education of emotions in the school space, a point of extreme priority, mainly in the context of post-pandemic education. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-07-12 |
dc.date.accessioned.fl_str_mv |
2023-01-23T20:22:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FRANCISCO, Carlos Wagner Marinelle. Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus. 2021. 123 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18943 |
identifier_str_mv |
FRANCISCO, Carlos Wagner Marinelle. Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus. 2021. 123 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ. |
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Universidade do Estado do Rio de Janeiro |
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