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Vera Lúcia Menezes de Oliveira e Paivahttp://lattes.cnpq.br/1912870988082045Junia de Carvalho Fidelis BragaAntônio Carlos Soares MartinsVicente Aguimar ParreirasVera Lúcia Menezes de Oliveira e PaivaLuciana de Oliveira Silvahttp://lattes.cnpq.br/5087038970616086Leonardo Rodrigo Soares2023-04-18T14:08:27Z2023-04-18T14:08:27Z2023-03-02http://hdl.handle.net/1843/52143https://orcid.org/0000-0002-8289-7215Essa pesquisa tem como objetivo verificar como as Condições de Emergência Complexas se estabeleceram no trabalho docente de seis professoras da língua inglesa no contexto pandêmico. Para isso, foram observadas como as práticas mediadas pelos suportes digitais de seis professoras dos ensinos fundamental e médio, de escolas públicas estaduais de São João Del Rei, Minas Gerais, foram afetadas pelo Ensino Remoto Emergencial (ERE). Para tanto, utilizou-se como método de levantamento de dados um questionário semiestruturado on-line e uma entrevista semiestruturada via plataforma Zoom, a fim de se observar a realidade das docentes e explorar o seu trabalho frente à pandemia. Os dados foram analisados e interpretados à luz das Condições de Emergência Complexas de um sistema complexo, isto é, Diversidade Interna, Redundância, Interações entre os Vizinhos, Controle Descentralizado e Restrições Possibilitadoras, propostas por Davis e Simmt (2003) e Davis e Sumara (2006). Verificou-se que essas condições trouxeram contribuições para compreender os possíveis padrões que emergiram a partir das variadas relações que ocorreram entre os diversos agentes mediados pelos suportes digitais, ou seja, parceria entre professoras na elaboração de materiais; esclarecimento de dúvidas entre professoras e alunos; contribuição de estagiários, monitores e supervisão escolar; auxílio dos filhos das professoras na utilização das tecnologias digitais; entre outras, que vão além dos limites da sala de aula. No que diz respeito ao controle do sistema, verificou-se que durante o ERE houve uma repetição de uma arquitetura centralizada e não se pode dizer que o controle foi descentralizado totalmente, pois as professoras não puderam contribuir com as suas opiniões e colaborar nas decisões do funcionamento do ERE, pois tiveram que seguir orientações e diretrizes da Secretaria de Educação de Minas Gerais e utilizar compulsoriamente os Planos de Estudo Tutorados (PETs) mediados pelos suportes digitais - elementos redundantes e importantes no sistema analisado. Ademais, as restrições estabelecidas no ERE foram importantes para garantir às professoras e alunos a continuidade das atividades escolares. Contudo, as professoras tiveram que adequar o seu trabalho às regras estabelecidas, replanejando suas disciplinas com a mediação das tecnologias digitais; e improvisar soluções rápidas em um curto espaço de tempo, a fim do sistema se adaptar às necessidades emergentes do contexto pandêmico de distanciamento físico e restrições impostas durante a pandemia.This research aims to verify how the Complex Emergency Conditions were established in the teaching work of 6 English language teachers in the pandemic context. For this, it was observed how the practices mediated by the digital media of these 6 elementary and high school teachers, from state public schools in São João Del Rei, in Minas Gerais, were affected by the Emergency Remote Teaching (ERE). For this purpose, an online semi-structured questionnaire and a semi-structured interview via the Zoom platform were used as a data collection method, in order to observe the teachers’ reality and explore their work in the face of the pandemic. The data were analyzed and interpreted in the light of the complex Emergency Conditions of a Complex Adaptive System, that is, Internal Diversity, Redundancy, Neighbor Interactions, Decentralized Control and Enabling Constraints, proposed by Davis and Simmt (2003) and Davis and Sumara (2006). It was found that these conditions contributed to understanding the possible patterns that emerged from the various relationships that occurred between the different agents mediated by digital media, that is, partnership between teachers in the preparation of materials; clarification of doubts between teachers and students; interns’, monitors’ and school supervision’s contributions; help from the teachers’ children in the use of digital technologies; among others, that go beyond the limits of the classroom. Regarding the control of the system, it was verified that during the ERE there was a repetition of a centralized architecture and, it cannot be said that the control was totally decentralized, since the teachers could not contribute with their opinions and collaborate in the decisions of the operation of the ERE, as they had to follow the guidelines of the Education Department of Minas Gerais State and compulsorily use the Tutored Study Plans (PETs) mediated by digital media – redundant and important elements in the analyzed system. Furthermore, the restrictions established in the ERE were important to guarantee the continuity of school activities to teachers and students. However, the teachers had to adapt their work to the established rules, re-planning their disciplines with the mediation of digital technologies; and to improvise quick solutions in a short period of time, in order for the system to adapt to the emerging needs of the pandemic context of physical distancing and restrictions imposed during the pandemic.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Estudos LinguísticosUFMGBrasilFALE - FACULDADE DE LETRASLíngua inglesa – Estudo e ensinoProfessores de inglês – Aspectos sociaisCOVID, Pandemia de, 2020-Tecnologia educacionalLíngua inglesa – Ensino auxiliado por computadorEnsino remoto emergencial. Novas habilidades. Práticas pedagógicas. Suportes digitais. Condições de emergência complexas.O ensino da língua inglesa e o trabalho remoto emergencial docente em tempo de pandemia: um estudo na perspectiva da complexidadeEnglish language teaching and emergency remote teaching in times of pandemic: a study from the perspective of Complexity Theoryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALTese Leonardo Final_corrigida.pdfTese Leonardo Final_corrigida.pdfConsiderar esse arquivo, pois o anterior está sem a ficha catalográfica.application/pdf2610927https://repositorio.ufmg.br/bitstream/1843/52143/1/Tese%20Leonardo%20Final_corrigida.pdf0d105df30a6069fdebcfb9f6074a0b30MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/52143/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/521432023-04-18 11:08:28.528oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-04-18T14:08:28Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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