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Maralice de Souza Neveshttp://lattes.cnpq.br/1392138972103674Carla Nunes Vieira TavaresCristiana CarneiroLisiane FachinettoLeina Cláudia Viana Jucáhttp://lattes.cnpq.br/8967532340598067Lígia Cristina Domingos Araújo2023-07-11T16:07:03Z2023-07-11T16:07:03Z2023-05-25http://hdl.handle.net/1843/56075https://orcid.org/0000-0002-7898-8309Durante o período de distanciamento social imposto pela pandemia de COVID-19, novas formas de aprender e de ensinar, mediadas pelas tecnologias, se fizeram necessárias com a implantação do Ensino Remoto Emergencial (ERE). Essa nova situação de ensino ensejou um modo diferente de se relacionar com o corpo, o próprio e o do outro, na cena educativa virtual. Os efeitos de uma corporeidade distinta daquela a que estávamos habituados se fizeram perceber no ensino e na aprendizagem, porque o corpo é suporte para a transferência de trabalho — laço que, segundo a Psicanálise freudo-lacaniana, se estabelece entre professores e alunos e possibilita a transmissão e a produção de saberes. No campo da Linguística Aplicada que se dedica ao estudo da formação de professores de línguas estrangeiras, com ênfase no Estágio Supervisionado (ES), nos indagamos se, no ERE, seria possível oferecer aos licenciandos em Língua Inglesa, matriculados na disciplina Estágio Supervisionado II de uma licenciatura, uma prática de estágio remota. No processo de tornar a prática possível, questionamo-nos a respeito do estabelecimento de laços entre os participantes que se convertessem em transferência de trabalho. Esta pressupõe a construção de saberes singulares sobre a formação e a docência, bem como o reposicionamento subjetivo dos sujeitos frente ao saber. Assim, este trabalho busca investigar, pela perspectiva da Psicanálise, a incidência da transferência de trabalho e os elementos que a sustentam na situação do ES II remoto, com base na escuta dos sujeitos. Esta se deu através de observação das aulas síncronas, pelos relatos de experiência dos participantes e pela leitura dos relatórios de estágio dos discentes. A formação desse corpus discursivo nos permitiu discutir as formas como se constituiu o laço entre os sujeitos e os efeitos de trabalho sobre as parcerias estabelecidas. Observamos dois momentos na transmissão do saber: um em sala de aula, durante os encontros síncronos, em que prevaleceu a transferência de trabalho entre a professora da disciplina, Roberta, e seus alunos, e outro, durante a prática do estágio, em que se destacou o laço entre as estagiárias Taís e Camila e a supervisora de estágio, a professora Laura. Em ambas as situações, pudemos observar que a transferência de trabalho se sustenta, tanto fora quanto no ambiente virtual, nos modos de satisfação pulsional de cada sujeito. Entretanto, no ERE, ganham primazia as formas do objeto a, voz e olhar, que Lacan acrescenta em seu ensino da Psicanálise. Esses objetos projetados pelo sujeito no ambiente virtual o presentificam, conferindo a ele um lugar na rede significante, que dará consistência ao corpo simbólico e pulsional, permitindo que os sujeitos se enderecem aos outros e estabeleçam laço. Percebemos, com isso, que o ERE não modifica as singularidades na busca pelo laço, mas condiciona sua produção à circulação desses dois objetos. Observamos, ainda, que, nessa experiência, os participantes demonstraram ter elaborado novos saberes sobre a formação e a docência, reposicionando-se frente a saberes já constituídos e produzindo deslocamentos subjetivos relacionados ao próprio desejo.During the social distancing period imposed by the COVID-19 pandemic, new ways of learning and teaching, mediated by technology, became necessary with the implementation of Emergency Remote Teaching (ERT). This new teaching situation imposed a different way of relating to the body, one's own and the other's, in the virtual educational landscape. The effects of a corporeality that is distinct from what we were used to could be perceived in teaching and learning, because the body supports the transference of work — a bond that, according to Freudian-Lacanian psychoanalysis, is established between teachers and students and enables the transmission and production of knowledge. In the field of Applied Linguistics dedicated to the study of foreign language teacher education, with an emphasis on the Supervised Practicum (SP), we questioned whether, in the ERT, it would be possible to offer a remote practice to student teachers of English enrolled in the subject Supervised Practicum II of an English Teaching Major. As the practice proved to be possible, we further questioned what could be observed about the establishment of bonds between the participants that would translate into a transference of work. This implies the construction of singular knowledge about teaching and teacher education, as well as the subjective repositioning in relation with knowledge. Thus, this work investigates, from the perspective of Psychoanalysis, the incidence of transference of work and the elements that support it in the remote SP II situation, based on the listening of the subjects, which occurred through my observation of synchronous classes, my listening to the reports of the participants' experience, and my reading of the students' internship report. The formation of this discursive corpus allowed us to discuss the ways in which the bond between subjects was constituted and the effects that the partnerships had on their work. Two moments were observed during the transmission of knowledge: one in the virtual classroom, during the synchronous meetings, in which the transference of work between the SP Professor, Roberta, and her students prevailed; and another, during the practice, in which the bond between the student teachers, Taís and Camila and the practicum supervisor teacher, Laura, stood out. In both situations, we could see that the transference of work, just like it is sustained outside, was sustained in the virtual environment oriented by each subject's modes of drive satisfaction. However, in ERT, the forms of the object a, voice and gaze, that Lacan adds to Psychoanalysis, gain primacy. These objects projected in the virtual environment make the subject present, giving them a place in the signifying chain, which will give consistency to the symbolic, pulsional body, allowing the subjects to address themselves to others and establish a bond. We perceived, therefore, that the ERT does not modify one’s singularity in the search for the bond, but conditions its establishment to the circulation of these two objects. We also observed that, in this experience, the participants demonstrated that they had developed new knowledge about teacher education and the practicum, repositioning themselves in the face of constituted knowledge and producing subjective displacements related to their own desire.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Estudos LinguísticosUFMGBrasilFALE - FACULDADE DE LETRASLíngua inglesa – Estudo e ensino (Superior)Psicanálise e educaçãoCOVID-1 (Doença) na educaçãoEnsino à distânciaTecnologia educacionalTransferência de trabalhoEnsino Remoto EmergencialObjeto vozObjeto olharEstágio SupervisionadoA transferência de trabalho no Ensino Remoto Emergencial: experiências subjetivas no Estágio Supervisionado de Língua Inglesainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALA transferência de trabalho no Ensino Remoto Emergencial experiências subjetivas no Estágio Supervisionado de Língua Inglesa.pdfA transferência de trabalho no Ensino Remoto Emergencial experiências subjetivas no Estágio Supervisionado de Língua Inglesa.pdfapplication/pdf3183574https://repositorio.ufmg.br/bitstream/1843/56075/4/A%20transfer%c3%aancia%20de%20trabalho%20no%20Ensino%20Remoto%20Emergencial%20experi%c3%aancias%20subjetivas%20no%20Est%c3%a1gio%20Supervisionado%20de%20L%c3%adngua%20Inglesa.pdf6fc1a27851fba4051cf271346a7892beMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/56075/5/license.txtcda590c95a0b51b4d15f60c9642ca272MD55CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/56075/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD521843/560752023-07-11 13:07:03.636oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-07-11T16:07:03Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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