Representações de professores sobre currículo no período de transição das aulas presenciais ao ensino remoto em contexto de pandemia.

Abstract

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.