Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância

Abstract

On-line teaching, although not being something new, still finds a context in which there are no consolidated normalizations that regulate and/or guide teacher's actions. The main goal of this study is to investigate the renormalizations evidenced in the texts/discourses of the teachers who work in Distance Education (DE) in the distance learning degree in Portuguese Language at the Federal Institute of Education, Science and Technology of Paraíba (IFPB). The specific objectives are: to investigate the representations of teachers about the professional teaching gender in Distance Education; to evidence and analyze which reinterpretations and renormalizations the teacher makes based on the face-to-face classroom to work in the virtual environment; and to identify the teacher's movement towards understanding his / her acting from the virtual environment experience itself. This study - situated in the investigative field of Applied Linguistics and affiliated with the Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT / UFPB) – is based on the perpective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009 [1999]), and the Clinic of Activity (CLOT, 2007 [1999], 2010 [2008]). Data generation for this research was carried out through a focus group meeting, based on a semi-structured interview that served as a guide for the discussions. The collaborating teachers were all members of the IFPB faculty. Data analysis, with a qualitativeinterpretative bias, was developed using the types of discourse and the dimensions of action (BRONCKART, 2006, 2009 [1999]). The main results point to the renormalizations that teachers make to act, which are based on their experience in traditional classroom teaching, and to the creation of new rules to be followed. Such findings indicate the urgency of professional teacher training courses to work in the virtual teaching context that contemplates both technical aspects, in this case, related to the Moodle platform, as well as pedagogical aspects such as virtual interaction, time management, definition of what a virtual class is, among other themes. Therefore, teachers make three movements for the construction of meanings begining with an understanding of what teaching work in distance education is; then, they resignify and renormalize their experience of teaching face-to-face to act in the virtual classroom; and finally, develop an understanding of teaching practice in distance education based on the virtual environment experience.