A representação experiencial dos professores de Língua portuguesa do Estado da Paraíba em contexto pandêmico da Covid-19

Abstract

The teaching profession is marked by its presence in most people's lives, from the initial moment of a child's school life until the adult receives a diploma, which influences the rest of that person's personal and professional life. Therefore, the teacher navigates different social spheres, and given this, the importance of their professional performance is evident. In this sense, we observe that although the vast amount of bibliographic studies focused on the role of the teacher during the COVID-19 pandemic (cf. Moll, 2021; Andrade, 2022; Caldas, 2022; Emiliano, 2022), there are still different areas and perspectives to explore. Thus, this research aims to analyze the speeches of Portuguese language teachers produced during self-confrontation to understand how these professionals navigate their experiences in remote teaching during the pandemic context of COVID-19. Methodologically, the analyzed speeches resulted from the self- confrontation method (CLOT, 2010), which allowed the collaborating teachers to reflect on their performance based on audiovisual recordings. Throughout the research, we sought to map the processes used from the perspective of Systemic Functional Linguistics to reflect on the internal and external worldviews of the participants that emerge when analyzing the sentence as the representation of their lived experiences. The following perspectives supported the theoretical framework: Transitivity System (HALLIDAY & MATHIESSEN, 2014), as far as the analysis is concerned, and also anchored in other contributions to thinking about the role of the Portuguese language teacher: Amigues (2004); Tardif (2010); Oliveira (2010) and others. In light of the analysis undertaken, we can conclude that the teachers mostly used material processes to describe their actions and the actions of the other agents in the web of interactions of the educational environment, as well as using mental processes to expose their perceptions when confronting and reflecting on the situations experienced during Emergency Remote Teaching. Additionally, the occurrences revealed that relational processes emerged when the teachers identified and described circumstances to define better how these eventualities occurred. In general, this research contributed to understanding the teacher's journey, identifying the nuances in remote teaching, and the strategies established to use technology in favor of education.