Processos de identificação de professores de inglês em tempos de pandemia
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27373 |
Resumo: | This research is part of the studies developed by the Center of Collaborative Studies in School Contexts (N.E.C.C.E., in Portuguese) and is associated to the umbrella project Línguas na Escola: formação colaborativa de professores de português e inglês para o ensino dos multiletramentos no contexto escolar, which aims to carry out a continuing process of reflection, providing that the participants develop a meta-awareness about the manner that they teach and learn to teach language (TICKS; PINTON, 2020). In addition, Línguas na Escola envisages the development of studies that build collaborative processes between university and school. We understand the pertinence of turning our gaze to the school in the pandemic context, since its impact in education has led to a sudden change in the educational practices due to preventive measures against the coronavirus. Considering this scenario, we wonder to which measure the adaptations and the challenges resulting from new practices of remote teaching influence language teachers’ identity processes. Therefore, this research has the objective of analyzing identification processes of teachers from public schools of Santa Maria constituted by their English language teaching practices, built in/through discourse, during COVID-19 pandemics. With qualitative research and, more specifically, ethnography, as methodological basis, we conducted semi-structured interviews with three English teachers from public schools of Santa Maria – RS, in June and July of 2020, which were later transcripted. Following, during the period of august of 2020 to January of 2021, the teachers produced reflexive diaries in order to follow their practices and identity configurations throughout a period of time in remote teaching. As basis for the study of teacher identities, we understand identity as heterogeneous, flexible and unfinished, so that contradictory identities may coexist in a same individual which will always be building them through his/her actions in society and through discourse in social interactions (BAUMAN, 2005; HALL, 2006; MOITA LOPES, 2006; SILVA, 2000). To identify how the teaching practices constitute the participants’ identification processes, materialized in their discourses, we considered the contributions of Critical Discourse Analysis (FAIRCLOUGH, 2003, 2015), more specifically the concepts of Modality and Evaluation, developed based on Halliday (1994). In the analysis of the interviews, we also used as theoretical background discussions developed by Kalantzis, Cope and Pinheiro’s (2020) about the four approaches – Didactic, Authentic, Functional and Critical – which permeate school teaching practices throughout the last decades. Analysing the reflexive diaries, we identified four guiding semantic categories: changing of focus, pedagogical practice, difficulties during the pandemics and self-image. Besides, during the process of analysing the diaries, we equally used as embasement the concept of metaphors (LAKOFF; JOHNSON, 1980; TELLES, 1999) to identify possible images built in the teachers’ discourse. The results show a participants’ common interest of seeking to attend the more immediate needs of students, abandoning the formal curriculum. Yet, the preoccupation in developing autonomous practices which, as a result, would guarantee the students’ feedback of activities and, eventually, a process of pedagogical reconfiguration of the participants that comprehended the development of collaborative, interdisciplinary, digital activities. |
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Processos de identificação de professores de inglês em tempos de pandemiaIdentification processes of english teachers in pandemic timesIdentidade de professoresEnsino remotoAnálise crítica do discursoTeacher identityRemote teachingCritical discourse analysisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASThis research is part of the studies developed by the Center of Collaborative Studies in School Contexts (N.E.C.C.E., in Portuguese) and is associated to the umbrella project Línguas na Escola: formação colaborativa de professores de português e inglês para o ensino dos multiletramentos no contexto escolar, which aims to carry out a continuing process of reflection, providing that the participants develop a meta-awareness about the manner that they teach and learn to teach language (TICKS; PINTON, 2020). In addition, Línguas na Escola envisages the development of studies that build collaborative processes between university and school. We understand the pertinence of turning our gaze to the school in the pandemic context, since its impact in education has led to a sudden change in the educational practices due to preventive measures against the coronavirus. Considering this scenario, we wonder to which measure the adaptations and the challenges resulting from new practices of remote teaching influence language teachers’ identity processes. Therefore, this research has the objective of analyzing identification processes of teachers from public schools of Santa Maria constituted by their English language teaching practices, built in/through discourse, during COVID-19 pandemics. With qualitative research and, more specifically, ethnography, as methodological basis, we conducted semi-structured interviews with three English teachers from public schools of Santa Maria – RS, in June and July of 2020, which were later transcripted. Following, during the period of august of 2020 to January of 2021, the teachers produced reflexive diaries in order to follow their practices and identity configurations throughout a period of time in remote teaching. As basis for the study of teacher identities, we understand identity as heterogeneous, flexible and unfinished, so that contradictory identities may coexist in a same individual which will always be building them through his/her actions in society and through discourse in social interactions (BAUMAN, 2005; HALL, 2006; MOITA LOPES, 2006; SILVA, 2000). To identify how the teaching practices constitute the participants’ identification processes, materialized in their discourses, we considered the contributions of Critical Discourse Analysis (FAIRCLOUGH, 2003, 2015), more specifically the concepts of Modality and Evaluation, developed based on Halliday (1994). In the analysis of the interviews, we also used as theoretical background discussions developed by Kalantzis, Cope and Pinheiro’s (2020) about the four approaches – Didactic, Authentic, Functional and Critical – which permeate school teaching practices throughout the last decades. Analysing the reflexive diaries, we identified four guiding semantic categories: changing of focus, pedagogical practice, difficulties during the pandemics and self-image. Besides, during the process of analysing the diaries, we equally used as embasement the concept of metaphors (LAKOFF; JOHNSON, 1980; TELLES, 1999) to identify possible images built in the teachers’ discourse. The results show a participants’ common interest of seeking to attend the more immediate needs of students, abandoning the formal curriculum. Yet, the preoccupation in developing autonomous practices which, as a result, would guarantee the students’ feedback of activities and, eventually, a process of pedagogical reconfiguration of the participants that comprehended the development of collaborative, interdisciplinary, digital activities.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta pesquisa compõe os estudos desenvolvidos pelo Núcleo de Estudos Colaborativos em Contextos Escolares (N.E.C.C.E.) e está vinculada ao projeto guarda-chuva Línguas na Escola: formação colaborativa de professores de português e inglês para o ensino dos multiletramentos no contexto escolar, o qual objetiva realizar um processo continuado de reflexão, propiciando que os participantes desenvolvam uma metaconsciência sobre a maneira que ensinam e aprendem a ensinar linguagem (TICKS; PINTON, 2020). Ademais, o Línguas na Escola visa o desenvolvimento de estudos que construam processos colaborativos entre universidade e escola. Entendemos a pertinência de direcionar o nosso olhar para a escola no contexto da pandemia, visto que o seu impacto na educação fez com que as práticas educativas precisassem ser subitamente modificadas por conta dos cuidados de prevenção ao vírus. Considerando esse cenário, questionamos em que medida as adaptações e os desafios advindos das novas práticas do ensino remoto influenciam os processos identitários de professores de língua. Desse modo, esta pesquisa tem como objetivo analisar os processos de identificação de professores da rede pública de Santa Maria constituídos por suas práticas de ensino de língua inglesa, construídos no/pelo discurso, durante a pandemia de COVID-19. Tendo como embasamento metodológico a pesquisa qualitativa e, mais especificamente, a etnografia, realizamos entrevistas semi-estruturadas com três professores de inglês da rede pública de Santa Maria – RS, em junho e julho de 2020, as quais foram posteriormente transcritas. Na sequência, durante o período de agosto de 2020 a janeiro de 2021, os professores produziram diários reflexivos a fim de acompanharmos suas práticas e configurações identitárias ao longo de um período de tempo no ensino remoto. Como embasamento para o estudo das identidades docentes, entendemos a identidade como heterogênea, flexível e inacabada, de maneira que identidades contraditórias podem coexistir em um mesmo indivíduo o qual estará sempre as construindo por meio de sua ação em sociedade e por meio do discurso em interações sociais (BAUMAN, 2005; HALL, 2006; MOITA LOPES, 2006; SILVA, 2000). Para identificarmos como as práticas docentes constituem os processos de identificação dos participantes, materializados em seus discursos, lançamos mão das contribuições da Análise Crítica do Discurso (FAIRCLOUGH, 2003, 2015), mais especificamente dos conceitos de Modalidade e Avaliação, elaborados com base em Halliday (1994). Para a análise das entrevistas, também utilizamos como subsídio teórico as discussões de Kalantzis, Cope e Pinheiro (2020), acerca das quatro abordagens – Didática, Autêntica, Funcional e Crítica – que permeiam as práticas de ensino escolares ao longo das últimas décadas. Na análise dos diários reflexivos, identificamos quatro categorias semânticas norteadoras, que emergiram dos dados: mudança de foco, prática pedagógica, dificuldades na pandemia e autoimagem. Além disso, durante o processo de análise dos diários, utilizamos igualmente como subsídio o conceito de metáforas (LAKOFF; JOHNSON, 1980; TELLES; OSÓRIO, 1999) para identificar possíveis imagens construídas nos discursos dos professores. Os resultados revelam o interesse comum dos participantes de procurar atender as necessidades mais imediatas dos alunos, abandonando o currículo formal. Ainda, a preocupação em desenvolver práticas autônomas que, como resultado, garantissem retorno das atividades por parte dos alunos e, por fim, um processo de reconfiguração pedagógica dos participantes que envolveu o desenvolvimento de atividades colaborativas, interdisciplinares e digitais.Universidade Federal de Santa MariaBrasilLetrasUFSMPrograma de Pós-Graduação em LetrasCentro de Artes e LetrasTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Pinton, Francieli MatzenbacherMarcuzzo, PatríciaMoreira, Luana Dornelles2022-12-16T13:46:08Z2022-12-16T13:46:08Z2022-07-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/27373porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-12-16T13:46:09Zoai:repositorio.ufsm.br:1/27373Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-12-16T13:46:09Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Processos de identificação de professores de inglês em tempos de pandemia Identification processes of english teachers in pandemic times |
title |
Processos de identificação de professores de inglês em tempos de pandemia |
spellingShingle |
Processos de identificação de professores de inglês em tempos de pandemia Moreira, Luana Dornelles Identidade de professores Ensino remoto Análise crítica do discurso Teacher identity Remote teaching Critical discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Processos de identificação de professores de inglês em tempos de pandemia |
title_full |
Processos de identificação de professores de inglês em tempos de pandemia |
title_fullStr |
Processos de identificação de professores de inglês em tempos de pandemia |
title_full_unstemmed |
Processos de identificação de professores de inglês em tempos de pandemia |
title_sort |
Processos de identificação de professores de inglês em tempos de pandemia |
author |
Moreira, Luana Dornelles |
author_facet |
Moreira, Luana Dornelles |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ticks, Luciane Kirchhof http://lattes.cnpq.br/7272164343733019 Pinton, Francieli Matzenbacher Marcuzzo, Patrícia |
dc.contributor.author.fl_str_mv |
Moreira, Luana Dornelles |
dc.subject.por.fl_str_mv |
Identidade de professores Ensino remoto Análise crítica do discurso Teacher identity Remote teaching Critical discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
topic |
Identidade de professores Ensino remoto Análise crítica do discurso Teacher identity Remote teaching Critical discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research is part of the studies developed by the Center of Collaborative Studies in School Contexts (N.E.C.C.E., in Portuguese) and is associated to the umbrella project Línguas na Escola: formação colaborativa de professores de português e inglês para o ensino dos multiletramentos no contexto escolar, which aims to carry out a continuing process of reflection, providing that the participants develop a meta-awareness about the manner that they teach and learn to teach language (TICKS; PINTON, 2020). In addition, Línguas na Escola envisages the development of studies that build collaborative processes between university and school. We understand the pertinence of turning our gaze to the school in the pandemic context, since its impact in education has led to a sudden change in the educational practices due to preventive measures against the coronavirus. Considering this scenario, we wonder to which measure the adaptations and the challenges resulting from new practices of remote teaching influence language teachers’ identity processes. Therefore, this research has the objective of analyzing identification processes of teachers from public schools of Santa Maria constituted by their English language teaching practices, built in/through discourse, during COVID-19 pandemics. With qualitative research and, more specifically, ethnography, as methodological basis, we conducted semi-structured interviews with three English teachers from public schools of Santa Maria – RS, in June and July of 2020, which were later transcripted. Following, during the period of august of 2020 to January of 2021, the teachers produced reflexive diaries in order to follow their practices and identity configurations throughout a period of time in remote teaching. As basis for the study of teacher identities, we understand identity as heterogeneous, flexible and unfinished, so that contradictory identities may coexist in a same individual which will always be building them through his/her actions in society and through discourse in social interactions (BAUMAN, 2005; HALL, 2006; MOITA LOPES, 2006; SILVA, 2000). To identify how the teaching practices constitute the participants’ identification processes, materialized in their discourses, we considered the contributions of Critical Discourse Analysis (FAIRCLOUGH, 2003, 2015), more specifically the concepts of Modality and Evaluation, developed based on Halliday (1994). In the analysis of the interviews, we also used as theoretical background discussions developed by Kalantzis, Cope and Pinheiro’s (2020) about the four approaches – Didactic, Authentic, Functional and Critical – which permeate school teaching practices throughout the last decades. Analysing the reflexive diaries, we identified four guiding semantic categories: changing of focus, pedagogical practice, difficulties during the pandemics and self-image. Besides, during the process of analysing the diaries, we equally used as embasement the concept of metaphors (LAKOFF; JOHNSON, 1980; TELLES, 1999) to identify possible images built in the teachers’ discourse. The results show a participants’ common interest of seeking to attend the more immediate needs of students, abandoning the formal curriculum. Yet, the preoccupation in developing autonomous practices which, as a result, would guarantee the students’ feedback of activities and, eventually, a process of pedagogical reconfiguration of the participants that comprehended the development of collaborative, interdisciplinary, digital activities. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-16T13:46:08Z 2022-12-16T13:46:08Z 2022-07-04 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/27373 |
url |
http://repositorio.ufsm.br/handle/1/27373 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Letras UFSM Programa de Pós-Graduação em Letras Centro de Artes e Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Letras UFSM Programa de Pós-Graduação em Letras Centro de Artes e Letras |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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