Banca de DEFESA: ELIVALDO DA SILVEIRA ROSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELIVALDO DA SILVEIRA ROSA
DATA : 23/09/2022
HORA: 14:00
LOCAL: https://meet.google.com/uhc-vtpn-cmd
TÍTULO:

THE EMERGENCE OF THE EMERGENCY REMOTE TEACHING TEACHER IDENTITY IN CONTEXT OF THE COVID-19 PANDEMIC: a study situated in two cities in the North of Mato Grosso State, Brazil

PALAVRAS-CHAVES:

Keywords: Applied Linguistics. English Language. English Teachers. Emergency Remote Teaching. Complex Adaptative Systems. Identity.

PÁGINAS: 180
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This research situated on the experiences that teachers have lived in the context of the Covid-19 pandemic, aims to analyze the didactic-pedagogical efforts of English language teachers during the Emergency Remote Teaching (ERT) and who worked in public schools located in two cities in the North of Mato Grosso State, Brazil. It aims as well to understand how such teaching requirements operated and mobilized for the emergence of a new identity in the theoretical light of Complex Adaptive Systems (CAS). To support the investigation theoretically construed under the principles of Applied Linguistics, it turns to grounded theories such as CAS (LARSEN-FREEMAN, 1997, 2017; DAVIS & SUMARA, 2006; LARSEN-FREEMAN & CAMERON, 2008; SILVA & BORGES, 2016, to mention just a few), discusses concepts of identity (GIDDENS, 1982; HALL, 2020, CASTELLS) and adopts the notion of identity as a fractal system (SADE, 2009; RESENDE, 2009; SADE, 2011a, 2011b; MENEZES, 2017). Methodologically, the study draws on the qualitative-interpretativist research approach (BORTONI-RICARDO, 2008; FLICK, 2009; PAIVA, 2019; PÁDUA, 2015) under the ethnographic base research (ANDRÉ, 2012; RODRIGUES-JUNIOR & PAIVA, 2007; SILVA, 2008) and developed through the narratives (BARKHUIZEN et al 2014; LIBLICH et al, 1998; BARCELOS, 2020; ELLIOT, 2005). The results achieved show that due to the teaching conditions triggered by the need for social distancing on behalf of life during the coronavirus pandemic, the circumstances demanded of teachers’ self-organization and adaptation compelling them to new teaching practices involving digital means of online interaction (synchronous and asynchronous). Therefore, new identity behaviours emerge and characterize those research participants as ERT teachers as an attempt to ensure socio-pedagogical actions.

MEMBROS DA BANCA:
Presidente - 82419001 - OLANDINA DELLA JUSTINA
Interno - 52936012 - JULIANA FREITAG SCHWEIKART
Externo ao Programa - 39626001 - VALDIR SILVA