PEREIRA, P. R. F.; http://lattes.cnpq.br/6349705374050450; PEREIRA, Paulo Ricardo Ferreira.
Resumo:
This research, located in the scope of Applied Linguistics, was developed during the
initial phase of the COVID-19 pandemic, which established a crisis scenario in the
various social spheres. In education, one of the measures implemented to contain the
spread of the virus and maintain the functioning of schools was remote teaching. We
understand that the transition from face-to-face to remote online classes has impacted
on the material, physical and psychological conditions of professionals, as well as on
representations about themselves, the profession and the curriculum. Through this
understanding, this master's thesis seeks to answer the following question: What
representations about curriculum are produced by teachers working in the condition
of remote teaching during the transition period from classroom to remote classes? To
answer this, we delimited as a general objective: to analyze professional
representations about curriculum presented by teachers acting in remote teaching,
during the transition period of the classes, in the pandemic context. Due to this, the
specific objectives are: a) To identify professional representations about the
curriculum underlying the reflections of teachers working in remote teaching in the
pandemic context; b) To characterize the process of anchoring and objectification of
professional representations about curriculum presented by teachers acting in remote
teaching in the pandemic context. Theoretically, we start from authors who study
about social representations, professional representations and curriculum, among
which we highlight the contributions of Blin (1997), Jodelet (2001), Moscovici (2007),
Sacristán (2000), Silva (2001), among others. Methodologically, this investigation is
part of the analytical framework of the descriptive-interpretative qualitative paradigm,
performing a netnographic research, which used an online reflection group as a data
generation technique. The analysis is organized in two steps. In the first, the data are
processed by the IRaMuTeQ software, in the second, they are read in depth by the
researcher. This double processing reveals that the collaborators understand the
curriculum as a prescriptive and ideological artifact, which apparently regulates and
legitimizes the school routine, but that it is also an emergency practice in the scenario
of transition of classes. When the teaching group is asked to define the curriculum, the
collaborators define it as school/professional history, guiding object or articulatory
axis of the school institution; when invited to reflect on this artifact during the
sessions, the teachers describe the practices they perform in remote teaching as a way
to understand it; regarding perception, collaborators refer to a (non)curriculum when
indicted for the absence of documents for the context of focused teaching. These data
lead us to see the existence of a professional representation about curriculum,
designated as a co-nascent practice to remote teaching. The process of this
representation can be characterized by the figure of a "scaffold", since it seems to be
based on the previous knowledge of the collaborators about the curriculum in the
dynamics of face-to-face teaching, aligned with the discourses recognized by training
and work institutions, which seems to be rearranged according to remote teaching,
focusing on the practices feasible by teachers. This representation unveils a
curriculum that tends to prioritize ties of belonging between educational actors.