As práticas linguístico-discursivas em consígnias e as identidades do docente na constituição de saberes: estudo interpretativo em turmas de letras EAD do IFAL

Abstract

Distance Education (henceforth DE), in its context of evolution in which it presents as a background a postmodern society characterized by fluidity and instability (BAUMAN 2000, HALL 2004), has been restructured, which implies a reflection on the identity restructuring of the / to the teacher, once the teaching profession assumes a dynamicity coming from the contingency character and incompleteness of that profession (CORACINI, 2000; PIMENTA, 2012, WOODWARD, 2004). Thus, this study, based on the perspective of Applied Linguistics (MOITA LOPES, 2006), aimed to reflect, based on the analysis of the linguistic-discursive practices of the genus consígnia (opening statements of the disciplines and activities) present in the virtual environment Moodle, about the identity of the teacher in DE. For this reflection, a study was used on teachers' knowledge (PIMENTA, 2006), as well as the functions and roles of the ED teacher (BELLONI, 2008, LEVY, 1999). In view of this context, the questions that guided this research were: 1) How are the linguistic-discursive practices of consígnias performed in the OUB (Open University of Brazil) / FIA (Federal Institute of Alagoas) virtual learning environment? 2) What educational identities are constituted by these practices? 3) What are the implications of these observed identities for teacher education in DE? As a methodological assumption, this work assumes a qualitative perspective of research (TRIVIÑOS, 1987, ANDRÉ, 1995) for having a social reality as a direct data source, based on the case study (YIN, 2005), whose collection instruments were questionnaires, Interviews and consígnias of three professors of the Literature course offered by OUB / FIA, in the subjects Reading and Writing of Text, Sociolinguistics and Fundamentals of Linguistics I. Through this research, it was possible to observe the importance of the consígnia genre, since the statements in this context indicate teacher identities evidences from his/her pedagogical choices, the language used between orality and writing in a continnum (MARCUSCHI, 2003), the interactional aspect between the interlocutors and the mobilization of teaching knowledge, relevant points for the teacher contextualization in spaces of evaluation and reassessment and positions in the which are built and rebuilt from a fluid and an unstable contemporaneity context.