O processo interativo discursivo da relação professor/aluno no programa virtual Se Liga no ENEM Paraíba.

Abstract

Due to the global COVID-19 pandemic, many impacts affected Education and led to the mobilization of teachers to work remotely as one of the measures to combat educational problems emerging in this context. Based on this situation, in this research, a social investigation is proposed, in which the impacts generated in the interactive discursive process in virtual Portuguese language classes in the Se Liga program at ENEM Paraíba are investigated. To this end, the following research question is raised: In this pedagogical environment, how is the interactive discursive process of a teacher constituted, in dynamic, dialogical and responsive interaction with their students in virtual Portuguese language classes in the Se Liga program at ENEM Paraíba? It is understood that the interaction between teacher and student in a virtual learning environment takes place based on linguistic marks, otherness, motivation, intonation and gestures, responsibility and responsiveness. It is noteworthy that this study brings contributions to the teaching of the Portuguese language, in particular, taking into account the pandemic context, which has demanded reinterpretations about teaching methods and how to achieve objectives in the teacher and student relationship in the classroom virtual. With a view to elucidating these questions, the general objective was outlined: Investigate how the interactive discursive process constituted in the teaching of Portuguese language occurs in the Se Liga program at ENEM Paraíba. And, regarding the specific objectives: (1) Identify the language actions constituted from the dialogue between teacher and students and their needs to learn Portuguese in the context in question; (2) Describe the process of interaction constituted between the teacher and his students in dialogical situations in different communication channels; (3) Analyze the practice and, eventually, impacts of new languages inserted in dialogical networks in this virtual environment. Aiming to achieve the intent of this research, we resort, above all, to the theoretical-methodological domain of the Dialogical Theory of Language (Bakhtin, 2010, 2011, 2016; Volóchinov, 2018) and the disseminators of this theory. Furthermore, the functioning and aspects of the virtual environment in educational practices are theoretically discussed (Barton; Lee, 2015; Kenski, 2003; Paiva, 2006; Lemov, 2021; Rojo; Moura, 2012). Methodologically, the investigation is anchored in a qualitative approach, using the Interpretative method (Minayo, 2009; Moita Lopes, 2006). More specifically, different data generation instruments were used. To analyze the perception of the subjects – 1 (one) coordinator, 3 (three) teachers and 10 (ten) students – online forms were used via Google Forms. Some communication channels (Podcast, Google Meet, YouTube and video classes), used by the program, were also analyzed to investigate the interactive discursive process between teacher and student. In summary, the data reveal that in the interactive discursive process in a virtual learning environment, regardless of the communication channel or learning format, the teaching voice can play a crucial role in the construction of knowledge, emotions and perspectives of others. In this sense, it is concluded that the responsible act and consideration for others on the part of the teacher are fundamental to the success of virtual interaction, starting with empathy and respect, ensuring that all students are treated with attention and that their opinions and experiences are recognized and valued.