Banca de QUALIFICAÇÃO: CAROLINA NICÁCIA OLIVEIRA DA ROCHA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : CAROLINA NICÁCIA OLIVEIRA DA ROCHA
DATE: 21/10/2021
TIME: 14:00
LOCAL: Plataforma Google Meet
TITLE:

LITERACY PRACTICES MOBILIZED IN A VIRTUAL CLASSROOM BY BASIC EDUCATION TEACHERS OF THE FEDERAL NETWORK

KEY WORDS:

Teacher literacy; Teaching act; Remote teaching

PAGES: 107
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

Facing the new global scenario, marked by the Pandemic caused by the new Coronavirus – Covid-19 - (Sars-CoV-2), the internet has become an essential tool for everyone, including education professionals to teach their classes in remote format. In this challenging scenario, having the virtual classroom as a research object is inspiring. In front of this phenomenon, we outline as a general objective to discuss the literacy practices of high school teachers integrated to professional education in remote education. Anchored in Applied Linguistics, based on a qualitative approach (BOGDAN; BIKLEN, 1994), of ethnographic content (PAIVA, 2019), this research has as collaborators three professors from the Federal Institute of Education, Science and Technology of Paraíba, Campina Grande campus, and as instruments of research field notes, questionnaire and teaching material (exercises and slides) made available in the virtual classroom by our partners. We adopted as theoretical reference the concept of literacy and its constituent elements, such as events, practices and agents (STREET, 1993, 2001, 2003, 2013; HEATH, 1982; HAMILTON 2000; KLEIMAN, 1995, 2001); the notion of teaching gestures (MESSIAS; DOLZ, 2015; NASCIMENTO, 2011); the approach of critical and banking pedagogy (FREIRE, 1987; FREIRE; MACEDO, 1990; GIROUX, 1990; McLAREN, 2005) and, finally, education in remote teaching (ARRUDA, 2020; HODGES et al. 2020). In exploring the data, we highlight for now the categories presented by Hamilton (2000), namely: visible elements – participants, environments, artifacts and activities; and non-visible elements – hidden participants, domains, resources and routines. The analysis of the generated data pointed to the mobilization by the teachers of reading, writing and speaking practices in the effective teaching work, in remote teaching. To build and understand the objects of study in the teaching-learning process, our collaborators used didactic gestures. The analysis also reveals the teacher’s identity in the process of construction.

BANKING MEMBERS:
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Interna - 322.525.604-87 - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa ao Programa - 1929360 - ANA VIRGINIA LIMA DA SILVA ROCHA
Externa à Instituição - MARIA AUGUSTA GONÇALVES DE MACEDO REINALDO - UFCG