UM ESTUDO SOBRE O TRABALHO DO PROFESSOR DE LÍNGUA INGLESA EM TEMPOS DE ENSINO REMOTO NAS ESCOLAS ESTADUAIS DA PARAÍBA

Abstract

Taking into account the importance of debating teacher's work, more specifically, the remote work of the English language teacher in the state of Paraíba, this research proposes a reflective reading of teacher ́s work, having as theoretical framework authors such as Amigues (2004), Clot [1999]2007), Medrado (2012), among others. I also highlight the fact that we are going through a period of pandemic for Covid-19, which makes all the work of the English language teacher different, as classes have now become remote. The objective of this research for the conclusion of the course is: to discuss aspects of the real work of the teacher in the context of the network and the difficulties faced by the English language teacher in public schools in the state of Paraíba in times of pandemic in the year 2020, and given the difficulties it is important to understand the real work (CLOT, [ 1999]2007) of the teacher in this context. Our research questions are the following: How is remote learning being conducted in terms of interactions, activities and tools? How have the evaluations been carried out? What are the difficulties faced and overcome by the teacher in this professional context during the pandemic, in sum, how is the real work of the English language teacher constituted? These are questions that will be addressed in this study, considering my own experience as a teacher in the state's public network and as a student at a federal public university. Adopting qualitative research perspective (BORTONI-RICARDO, 2008), data collection was performed through an online survey, via Googleforms, filled in by ten teachers from the state network (including the teacher-researcher). In the analysis, the questionnaires were subdivided into two groups, namely, a group of four teachers who taught asynchronous classes, and another group that in addition to asynchronous classes, also taught synchronous classes. In dialogue with the research questions, in terms of the work's constitutive elements (AMIGUES, 2004), prescriptions, collectives, trade rules and tools, we can state that such objects had a relevant contribution during the process, in particular, digital tools in the synchronous classes. Therefore, we have in mind that the work of the English language teacher is in continuous movement and that the whole concept of real work shows us that this work is still the unseen part of an iceberg by many. It is expected by the researcher that this research contributes to an understanding of the real work of basic education teachers in the ongoing pandemic. Finally, it is worth mentioning that this research can also serve as a reading support for Supervised Internship students who have not yet had the opportunity to know the remote work of the English language teacher from public schools in the state of Paraíba.