Representações da atuação docente em contextos diferentes de ensino: do remoto ao (novo) presencial.

Abstract

Remote teaching, due to the pandemic situation, which haunted the whole society and demanded teaching performance in this environment through synchronous and asynchronous activities, allowed that digital mediation in the educational system began to emerge in contemporary times, after and during that period. Therefore, the topic in focus intends to discuss the performance of teachers from the State and Municipal network after experiencing the remote context and migrating to the in-person or blended environment. The analysis of teacher’s speeches is important to understand their work in relation to their teaching performance and the representation about what they build on themselves; because of this, we have anchored ourselves in the modalization theory, Bulea and Bronckart (2012), in order to translate, through any enunciative voices, Bronckart (1999), diverse commentaries, analyzes, and evaluations produced about some elements of the thematic content. Valuing the context, this research has a guiding question: from the migration of emergency remote education to the (new) face teaching, what professional representation is unveiled by Mathematics and English teachers, in their teaching performance, in Elementary and High School? In order to answer this question, it was listed as a general objective: contribute to the study of professional representation, especially in teaching in different teaching contexts, from remote to back to face teaching. As specific objectives, the ones that follow: a) to identify the professional representation of Mathematics and English teachers in the teaching contexts (remote and face teaching); and b) recognize and analyze the modalization in the organization of the teaching discourse as a factor of influence for a conception of professional representation. Methodologically, this research had a qualitative approach. Considering the discourse of teaching in virtual and face-to-face environments and its representation to the teacher have of such activities, in the context of migration (from online to face teaching), it was used as tool to generate data a semi-structured interview with two teachers from state and municipal networks from Paraíba state, in the period from February 2023, in order to verify their teaching performance after experiencing remote teaching and going back to in-person classroom, involving aspects of planning, use of materials, and how the previous context (online) has influenced or allowed to influence this return. Results point that teachers’ representations are built and modified within different teaching contexts and pragmatic, logical, and deontic modalizations are greatly used by the collaborators to describe, reflect, analyze, and judge the difficulties of their performance in either the online or classroom setting.