Banca de DEFESA: CAROLINA NICÁCIA OLIVEIRA DA ROCHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CAROLINA NICÁCIA OLIVEIRA DA ROCHA
DATE: 15/12/2021
TIME: 09:00
LOCAL: Plataforma Google Meet
TITLE:

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

KEY WORDS:

Teacher literacy; Didactic actions; Remote teaching; Professional identity.

PAGES: 149
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

In light of the new global scenario brought about by the Covid-19 pandemic, the Internet became an essential tool for everyone, including for educators to teach classes remotely. Amid these challenging circumstances, virtual classrooms make for a stimulating research subject. Based on this, we established the general goal of discussing literacy practices used in remote teaching by teachers at a combined secondary-vocational school. Anchored in Applied Linguistics, based on the qualitative approach (BOGDAN; BIKLEN, 1994), of an ethnographic nature, (PAIVA, 2019), our research study’s collaborators were three Instituto Federal da Paraíba teachers. Our research instruments were fieldnotes, a survey, an interview and didactic material (exercises and slides) made available by our collaborators during virtual classes. The theoretical framework we adopted was 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 didactic gestures (MESSIAS; DOLZ, 2015; NASCIMENTO, 2011); the critical pedagogy approach (FREIRE, 1987; FREIRE; MACEDO, 1990; GIROUX, 1990; MCLAREN, 2005); education in remote teaching (ARRUDA, 2020; HODGES et al., 2020); and the notion of professional and digital identity (BAUMAN, 2005; HALL, 2006; KLEIMAN, 2006; IZA, et. al., 2014; FRANK; CONCEIÇÃO, 2021; GOROSPE et al., 2015). Our exploration of the data identified the categories presented by Hamilton (2000), namely: visible elements – participants, environments, artifacts and activities; and non-visible elements – occult participants, domains, resources and routines. The analysis of the collected data indicated a mobilization on the part of teachers towards reading, writing and oral practices during remote classes. To create subjects of study and to have students understand these subjects, our collaborators made use of didactic gestures. This way, they managed to devise situations, by activating bodies of knowledge, intended to introduce literacy practices for the professional lives of students. Their practices denoted a more critical, more reflective approach to education in that they attempted to open a dialogue with and draw the attention of students. With respect to identity, the analysis shows that teachers have multifaceted identities due to the influence of different factors and contexts (family, school, experiences, interactions). These identities can be built unconsciously and/or consciously, if one has decided which profession to join. In the latter case, the actions of the teachers they once had are observed and reflected upon. Remote teaching required our collaborators to acquire new knowledge and skills, to be patient and to exercise discernment, in order to meet the new challenges that were presented, such as: a scarcity of didactic and human resources; students who lacked motivation/commitment; and meager feedback. We found that remote teaching taught, posed a challenge to and required teachers to tap into all of their bodies of knowledge to keep it moving forward.

BANKING MEMBERS:
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Interna - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Externa ao Programa - 1929360 - ANA VIRGINIA LIMA DA SILVA ROCHA
Externa à Instituição - MARIA AUGUSTA GONÇALVES DE MACEDO REINALDO - UFCG
Externa à Instituição - NADIA MARIA SILVEIRA COSTA DE MELO - UERN