O trabalho docente em contexto de ensino remoto emergencial representado por professores de língua portuguesa como LM em textos de autoconfrontação simples

Abstract

This study sought to analyze the representations that native Portuguese language teachers create about their work within the context of their classrooms, specifically in the setting of emergency

remote instruction at a public primary school in Maranhão during the SARS-CoV-2 (COVID- 19) pandemic's period of emergency remote instruction. The research was grounded in the

theoretical domain of Applied Linguistics (AL) as proposed by Moita Lopes (1996), with a qualitative approach following Bortoni-Ricardo (2008) and Paiva (2019). Our research took on a descriptive and interpretive character, as our analysis was driven by the interrelation of language and teaching work within the educational context, perceiving language as a social practice. The methodology initially involved recording 20 classes from three Portuguese Language teachers at a full-time public high school, integrated with technical education, within the network of state schools in Maranhão. For the research corpus, we recorded in audio and video ten lessons from the teachers and conducted simple self-confrontation sessions between each teacher and the researcher. Subsequently, we selected six self-confrontation interviews, two from each teacher, and carried out a textual-discursive analysis using the top-down text approach as proposed by Bronckart (1999; 2021). This was done to understand the representations these professionals linguistically construct about their work. In carrying out this research, we utilized the theoretical-methodological contributions of Sociodiscursive Interactionism (ISD), referencing scholars such as Bronckart (1999; 2006; 2021) and Coutinho (2007; 2019). This theory considers human action and language-based action as elements of human and professional development, as well as the formation and development of adults as outlined by Bronckart (2013). We also employed concepts from the Work Sciences, particularly those of Activity Ergonomics (SAUJAT, 2004; AMIGUES, 2004), Activity Clinic (CLOT, 2006; 2010; FAITA, 2004), and the Semiology of Action (BULEA, 2010; BRONCKART, 2016; BULEA, LEURQUIN; CARNEIRO, 2013). The findings showed that the teachers' representations occur within different social roles these professionals engage in and reshape in their texts, across varied situations within both the physical world and the socio-subjective realm. Additionally, the constructed representations about their work allowed teachers to revisit their practices through a reflective process, thus providing them with the ability to act upon and transform their profession, leading to personal and professional development. Furthermore, our examination of semantic-semiological aspects revealed a close relationship between specific aspects of action and certain action figures, reconfigured by the teachers in their verbalizations about their work. We also observed that teachers employed both internal and external action

figures, as described respectively by Bulea (2010), Bronckart (2016) and Bulea, Leurquin, and Carneiro (2013), to interpret and reflect on their actions in the classroom. This allowed them to reinterpret their teaching practices with respect to institutionally prescribed Portuguese language teaching, their actual experiences, and ultimately, to enhance their consciousness of the tangible properties of their profession and their professional growth.