Reconfigurações de práticas laborais de docentes em contexto remoto: uma análise sociointeracionista.

Abstract

Visualizing the school context without face-to-face classes in such an accelerated way required unprecedented digital adaptation and immersion. The urgency in dealing with planning, recordings, virtual classes and the use of teaching materials highlighted the remote teaching modality as an alternative for teachers to carry out their activities. When considering this reality, this research defends the thesis that teachers' work practices support reconfigurations adaptable to remote teaching, giving new meaning to the teaching object, regulating the necessary tools and adapting the content. From this perspective, teaching action is interconnected with complex work practices, related to a chain of knowledge and know-how that cannot be annulled (Cicurel, 2020). To this end, we start with the following questions: Which work practices of target in-service teachers represent adaptive reconfigurations, with regard to the treatment of content planning and planning of teaching materials and/or technological tools in remote teaching? What knowledge mobilized for teaching in remote teaching is associated with the prescribed task or the activity carried out? and What is the relationship between the training of teachers and their teaching performance during the pandemic? As a way of responding to them, we established the general objective of investigating the reframing of teachers' work practices in a remote teaching context and, specifically, identifying the aspects that characterize work practices, through the process of reconfiguration adaptable to remote teaching; describe the knowledge mobilized by the subjects to re-signify teaching objects, tools and content for the aforementioned context; and establish longitudinal articulation between training and teaching, considering the trajectory from graduation, with participation in the <Enem in the palm of your hand= project, to teaching during the pandemic period. Located in the investigative field of applied linguistics, linked to the qualitative nature, with a descriptive-interpretative bias, this thesis is anchored in the theoretical-methodological framework of Sociodiscursive Interactionism (Bronckart, 2006, 2007, 2008, 2012; Machado; Matêncio, 2006; Machado, 2007), followed by studies on teaching work practices (Farias, et al, 2008; Cicurel, 2020) and technological tools (Bandeira, 2009; Masetto, 2013; Moran, 2013). Therefore, data generation was carried out in a hybrid way, based on the application of a questionnaire, in February 2021, followed by the production of a focus group, in April 2022, with teachers who graduated from the Project <Enem in the palm of your hand=. Data analysis was developed using the production context and textual infrastructure, specifically, the types of discourse, their modalities of articulation and textual sequences (Bronckart, 2012). The main results indicate that the work practices of the target teachers in practice were manifested from the adaptive reconfigurations located in planning with content and planning with teaching materials and/or technological tools, with the preponderant achievement of propulsion in the axes of reading and writing argumentative dissertation. Furthermore, technological tools showed a greater recurrence of the use of WhatsApp as a solution for the work practice of textual correction, in addition to the production of teaching materials for the digital context, made possible by PDF, Podcast and video classes. This resignification denotes how necessary it was to make adaptations for the continuation of classes during the pandemic period, whose actions gave rise to professional knowledge, typical of the scientific universe, but also experiential, with a humanizing content, reflecting the longitudinal transition from training to performance teacher.