Banca de QUALIFICAÇÃO: LILIAN SOARES DE FIGUEIREDO LUZ

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LILIAN SOARES DE FIGUEIREDO LUZ
DATE: 14/12/2022
TIME: 14:00
LOCAL: Remoto
TITLE:

The identity constructions of the teacher in initial formation of the UAB/IFAL-Portuguese course: an interpretive study of the dialogical mediations involved

KEY WORDS:

Teacher identity construction. Dialogical Mediation Involved. Teacher training in distance education. Linguistic-discursive practices.

PAGES: 180
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The importance of initial teacher training in distance education is undeniable, as it focuses on preparation to meet the demands of professional practice and the development of citizenship of students in training about teaching and learning (GERALDI, 2014; ZOZZOLI, 2016) in the distance modality (MOORE, 2002; MAIA, 2007; BELLONI, 2008), in a contemporary educational context, considered in a conception dialogic language (BAKHTIN, 2011; VOLÓCHINOV, 2014) characterized by complexity and fluidity (BAUMAN, 2001). Thus, in this research I aim to reflect on the identity construction of the Portuguese language teacher in initial training in the Distance Learning modality of the Letters/Portuguese course at the Federal Institute of Alagoas, based on the field of Applied Linguistics (MOITA LOPES , 2006; FABRÍCIO, 2006; 2017; SOUTO MAIOR, 2022). For this study, I worked in a virtual classroom with the aim of mediating experiences in a dialogic perspective (SOUTO MAIOR et. all, 2020; ZOZZOLI; RÊGO, 2020), which provided a reflection on pedagogical practices, which stimulate teaching knowledge (TARDIF, 2014; PIMENTA, 2002, 2006, 2012) in distance education, thus contributing to a teaching identity construction. As methodological assumptions, I assume the qualitative perspective of an interpretivist nature (TRIVIÑOS, 1987; FLICK, 2009; OLIVEIRA, 2009), using action research as a method (FLICK, 2009; BARBIER, 2004; ANDRÉ, 1995), whose data records were through the application of questionnaires and the interaction by e-mails, forums, Moodle and WhatsApp message boxes. The analysis practice was linguistic-discursive considering that identities are constructed through the practices in which we participate. In this way, the linguistic-discursive practices of these educational environments, in the case, specifically, of individual chats, forums and the brand name genre (LUZ, 2017; LUZ and SOUTO MAIOR, 2019) allow us to think about the construction of teaching identity, since the utterance is a product of social interaction and reflects/refracts socio-historical changes. In this process, I signaled the dialogic mediation, which we call implicated dialogic (LUZ, 2022) between teacher and student. These reflections instigate a rethinking about teacher training and knowledge, as well as about pedagogical practice in language teaching, especially working with discursive genres in the distance modality in the fluid, dynamic and globalized context of postmodernity.

BANKING MEMBERS:
Interno(a) - 3145736 - DEBORA RAQUEL HETTWER MASSMANN
Interno(a) - 2546193 - RITA DE CASSIA SOUTO MAIOR SIQUEIRA LIMA
Externo(a) à Instituição - BRANCA FALABELLA FABRICIO - UFRJ
Externo(a) à Instituição - ANTONIO CARLOS SANTOS DE LIMA - IFAL