Práticas letradas digitais no estágio remoto de língua inglesa em contexto de pandemia: a (trans)formação identitária de professores em formação inicial.

Abstract

Faced with the rise of digital technologies that, spatially and temporally, are aggregated and integrated into social practices in the social, cultural, political, economic and educational fields (BUZATO, 2006), there are occurrences of political, environmental and health crises. Regarding the latter, in 2020, the World Health Organization announced COVID-19 as a pandemic, given the spread of this disease on a global scale. As a consequence of the suspension of face-to-face activities in educational institutions throughout the country, the adoption of remote classes was one of the measures for the resume of teaching activities, including at the Federal University of Campina Grande (UFCG) and in the curricular internship subjects. In this context, the interns participating in this research are circumscribed by various processes of identification, constitution, (re)signification of identity (cf. CORACINI, 2003, 2007; HALL, 2000). Given the intensified demand for remote teaching, these subjects have fully integrated themselves into digital literacy practices (cf. BUZATO, 2006; LANKSHEAR; KNOBEL, 2006), despite not being familiar with all digital technologies, platforms and resources. Based on this scenario, we weave the following research question: what are the implications for the identity processes of interns, English language students-teachers, given the demand for the use of technologies and insertion in digital literacy practices in their experiences in the context of remote teaching? Thus, this work has as main objective to investigate the identity processes of interns in the course of Letras – English Language at UFCG in face of the demand for the use of technologies and insertion in digital literacy practices in their experiences in the context of remote teaching. Specifically, we intend to (i) identify the concepts and practices of digital literacies that are mobilized in the didactic-pedagogical knowledge of trainees in the aforementioned course; (ii) assess how the interns' digital literacy practices are manifested throughout the process of experience in the internship experience in the remote modality; (iii) analyze the implications of the remote teaching context in the processes of identity constitution of trainees. This study is aligned with the interpretivist paradigm (BORTONI-RICARDO, 2008), with a qualitative approach (FLICK, 2007; MOREIRA; CALEFFE, 2008), which is inserted in the investigative field of indisciplinary Applied Linguistics (MOITA LOPES , 2006, 2019), and from an ethnographic perspective (HELLER, 2011; STREET, 2010). The participants are eleven graduates of the aforementioned Letras undergraduation course, enrolled in the curricular component Internship in English Language: 3rd year of High School. For data generation, which took place between September and December of 2020, we adopted six instruments: (i) field notes, through observation; (ii) online questionnaire; (iii) lesson plans; (iv) semi-structured interview; (v) teaching experience reports; and (vi) interactions via WhatsApp. Through the actions of lesson planning, teaching and reflection, we apprehend that the recurrent digital literacy practices, at times, are consistent with the perspective of social practices (BUZATO, 2006; KLEIMAN, 1995; LANKSHEAR; KNOBEL, 2006; STREET, 1986, 2003, 2010, 2012) and, at other times, with the autonomous bias (LANKSHEAR; KNOBEL, 2006; STREET, 2003, 2010). In cases where there was no possibility of conducting classes, an Activity Proposal having been prepared, and the inconvenience of planning lessons around linguistic grammatical content, we understand that the mobilization of performance epistemology occurred (cf. LANKSHEAR; KNOBEL, 2003), since the absence of teaching models led some of the interns to proceed and act in a situated, critical and innovative way. As a result of this entire context, we see moments in which the identity processes of the subjects are linked in a relational way (WOODWARD, 2000), subjectivated (CORACINI, 2003; HALL, 2000) and performative (SILVA, 2000), to the experiences of previous internships, such as interactions with students in face-to-face teaching. Finally, we relate to the (trans)formation of identity, also, the feelings and sensations of anguish, frustration, apprehension, disappointment, incapacity, lack of motivation, among others.