Ensino remoto emergencial: entre resoluções e compreensões sobre o trabalho docente em contexto acadêmico

Abstract

This Doctorade Degree Thesis is a study that substantiates the teaching work in Emergency Remote Teaching in the academic context, a modality summoned up due to COVID-19 pandemic in 2020 and 2021, a temporary format with the prescriptive presence of digital technologies in the work agenda of the trainer in university education. Summoned subjects who express dialogues and speeches with themselves and others in their working conditions. The question problem that guided the research was: What evidence revealed (re)formations in the practices of teachers of the Literature Course – Portuguese Language - at Federal University of Campina Grande (Humanities Center) due to the demands of Emergency Remote Teaching prescribed by the institution for activities in the context of a pandemic? In response to the question raised, its objectives were systematized into: General – investigate how Emergency Remote Teaching, which emerged due to COVID-19 pandemic, affected the teachers of the Literature Course – Portuguese Language - at UFCG in their work, regarding to a prefiguration of (re)formation of their didactic-pedagogical practices with digital technologies and multiliteracies; and Specific – describe the prescriptions (resolutions) that guided the Emergency Remote Teaching activities at the university involved; and analyze teachers' understandings about Emergency Remote Teaching in relation to UFCG resolutions and ways of teachers (re)training based on the evidences of adoption, adaptation and/or recreation. The study defends the thesis that Emergency Remote Teaching, as a modality created due to COVID-19 pandemic, had effects on the (re)training of teachers in the academic context as a new arrangement for teaching work to act in a remote situation. with digital technologies and multiliterate practices. Studying “Emergency Remote Teaching and teaching work in the academic context”, the theoretical place of the Thesis is supported by the Dialogical Theory of Language of Bakhtin Circle, having the architecture of being as a systematizing concept that incorporates the categories dialogicity, discursive interaction and the responsible act in Bakhtin (2017 [1920-24]), (2016 [1952/1953]); Volóshinov (2019 [1930]), in addition Brait (2020), Fiorin (2020), Amorim (2004). The research was also based on studies about teaching work and the training of those who graduate in university education, based on Tardif and Lessard (2012), Schön (1983), Zabalza (2004); the Activity Clinic, in Clot (2011; 2010); and Ergonomics, in Amigues (2004) and Guérin (2001), regarding, on a specific basis, the prescribed work. Hodges (2020), Santos (2020, 2021), Minon (2021), Buzato (2009), Rojo (2019, 2012), Cazden et al (2021) collaborated with theoretical investigations about remote teaching, digital technologies and multiliteracies. Methodologically,the descriptive research takes place in Bakhtin's philosophy of knowledge of the human sciences, with a qualitative, interpretive nature, document analysis and descriptive objectives. Data generation took place between the months of February and May 2022 and resulted in the collaboration of 07 teachers from the Literature Course – Portuguese Language of the Academic Unit of Literature, Humanities Center, at Federal University of Campina Grande. As for the results, the analysis of the teachers' understandings dialogically situated presents: prescriptions as mandatory and fragile in guiding the collective work, absents in terms of pedagogy to deal with not knowing about digital technologies facing what is prescribed and the implementation of the activity. In the prefiguration of (re)training about practices, as a result of remote teaching, there are evidences of adoption of techniques, of adaptation as identification of digital resources, however, with didactics still from face-to-face to screens, of recreation in multiliterate practices on the journey through interest already coming from face-to-face teaching, singularities in the collective that affirm teaching work as a responsible act.