LUIZ, J. S.; http://lattes.cnpq.br/8315663856837784; LUIZ, Josenilda Santos.
Résumé:
The teacher, as an active subject in the teaching and learning process, contributes with diverse reflections, through being/doing teaching. In this perspective, the present dissertation contemplates the “teaching protagonism”, with emphasis on the teacher's action in the context of remote teaching. The guiding question comprises: how was the teaching protagonism of language teachers in the final years of elementary school developed in the context of remote teaching? The general objective is: to analyze the teaching protagonism as a responsible act in the speeches of language teachers in the final years of elementary school working in the context of remote teaching in the city of Montadas/PB. And the specific objectives: I - Identify the configurations of teaching protagonism in the context of remote teaching, through the professional and social profiles of teachers; II - To describe the teaching protagonism through the uses of language in remote teaching through TDICs considering the reported speeches; III - Characterize the protagonist teacher in the Bakhtinian perspective, through the speeches presented. The theoretical framework comprises the enunciative-discursive conception in the perspective presented by scholars representing the Bakhtin Circle (BAKHTIN, 1997, 2003; MEDVIÉDEV, 2019; VOLÓCHINOV, 2018) in the perspective of the responsible act (BAKHTIN, 2017; AMORIM, 2009), subsidized through Dialogic Discourse Analysis (BRAIT, 2006; FRANCELINO; XAVIER, 2014; ALMEIDA, 2005; BAKHTIN, 2016; SANTOS, 2013; SOBRAL, 2019). We emphasize aspects of the protagonist teacher (MOURA; FORSTER, 2012; SALES, 2009) of DICTs and remote teaching (KENSKI, 2003, ALVES, 2020; AOKI, 2004). In methodological terms, the research falls within the field of human sciences in relation to the perspective of dialogical studies, in which the acts of subjects, through speeches, are not limited to superficial dialogues (SANTOS, 2013; XAVIER, 2018) of a qualitative nature (MOREIRA; CALEFFE, 2008) of the descriptive-interpretative type (CELANI, 2005). The context of data generation recovers the pandemic period, through the historical cut that comprised: the period from March 2020 to September 2021. The research subjects are teachers in the language area who work in the final years of elementary school in a school public. The instruments used included: the questionnaire (GIL, 2008) and semistructured interviews (CRESWELL, 2007). For the analysis, categories were listed, based on the network of voices and dialogic relationships established with remote teaching. In summary, in the verbalized teaching speeches, the representative singularities of the I are revealed, as expressive and speaking beings, challenging, discouraging elements are demonstrated, but, above all, successful practices, in the constitution of the teaching being/doing, in the discursive interaction and in the uses of DICTs. In particular, the teaching protagonism is demonstrated in the uniqueness of the acts experienced, through the dialogical relations between “I” and the “other”, of the responsible conscience, of alterity and of the evaluative and emotional-volitional positions expressed in the acting of the protagonist teacher who reflects , resists and fights based on their experiences. Therefore, through the teaching voices expressed in this research, we hope to contribute to the construction of dialogues, about the teaching role as a responsible act in times of remote teaching and post-remote teaching, based on legitimate experiences capable of presenting the real context and pointing out new directions. for future analyses, regarding the valuation of teachers and the importance of training teachers for being/doing teaching.
