Banca de DEFESA: LILIAN SOARES DE FIGUEIREDO LUZ

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : LILIAN SOARES DE FIGUEIREDO LUZ
DATE: 28/02/2024
TIME: 10:00
LOCAL: Remotamente
TITLE:

IDENTITY CONSTRUCTIONS IN INITIAL TEACHER TRAINING IN EAD: INTERPRETATIVE STUDY OF DIALOGICAL MEDIATIONS IMPLIED IN THE VIRTUAL LEARNING ENVIRONMENT

KEY WORDS:

Teacher identity construction. Teacher training. Distance Education. Implied Dialogic Mediation.

PAGES: 257
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The importance of initial teacher training in distance learning is undeniable as it focuses on preparation to meet the demands of responsive-active professional practice (Bakhtin, 2011) of students in training regarding teaching and learning (Geraldi, 2014; Zozzoli, 2016) in the distance modality (Moore, 2002; Maia, 2007; Belloni, 2008), in a contemporary educational context, characterized by fragmentation (Hall, 2006, 2014) complexity and fluidity (Bauman, 2001). Based on the field of Applied Linguistics, in this research, we aim to reflect on the identity construction of the Portuguese Language teacher in initial training in the Distance Learning modality of the Literature/Portuguese course at the Federal Institute of Alagoas to work in this modality, based on the field of Applied Linguistics (Moita Lopes, 2006; Fabrício, 2006; 2017; Souto Maior, 2022). For this study, we worked in a virtual classroom with the aim of mediating experiences from a dialogical perspective (Souto Maior et. all, 2020; Zozzoli, 2012), based on the dialogical conception of language (Bakhtin, 2011; Bakhtin/Volóchinov, 2014) that would provide a reflection on pedagogical practices, which stimulate teaching knowledge (Tardif, 2014; Pimenta, 2006, 2012) in distance learning, thus contributing to the construction of teaching identity. As methodological assumptions, we assume a qualitative perspective, of an ethnographic nature with an interpretative nature (Triviños, 1987; Flick, 2009; Oliveira, 2008), using the action research method (Flick, 2009; Barbier, 2004; André, 1995). The construction of data took place through the application of questionnaires, forums, individual Moodle and WhatsApp chats. In this way, the linguistic-discursive practices of these educational environments, specifically in the case of individual chats, forums, the consignment genre (Luz, 2017; Luz, Souto Maior, 2019) and the questionnaire, allow us to analyze the construction of teaching identities , since the utterance is a product of social interaction and reflects/refracts socio-historical changes. In this process, we highlight mediation, which we call implied dialogic between teacher and student, which is characterized by a participatory, integrative and responsive-active bias. These reflections instigate a rethinking of teaching training and knowledge, as well as pedagogical practice in language teaching, especially work with discursive genres in distance learning.

COMMITTEE MEMBERS:
Externo(a) à Instituição - ANTONIO CARLOS SANTOS DE LIMA - IFAL
Externo(a) à Instituição - BRANCA FALABELLA FABRICIO - UFRJ
Interno(a) - 3145736 - DEBORA RAQUEL HETTWER MASSMANN
Externo(a) à Instituição - MATILDE GONÇALVES
Presidente - 2546193 - RITA DE CASSIA SOUTO MAIOR SIQUEIRA LIMA
Interno(a) - ***.119.314-** - ROSANGELA OLIVEIRA CRUZ PIMENTA - UFRPE