Identidades docentes no curso de licenciatura em letras – português a distância do Ifal – reflexões sobre aspectos e processos identitários

Abstract

In Brazil, in the last decade, major social and political transformations occurred, which significantly implied the understanding that society had about the representations related to Distance Education – Distance Education as a teaching modality. Conceived, in the not-so-distant past, as a lower quality teaching offer, when compared to the face-to-face model; today, it is seen as a possibility to improve the processes that involve teaching and learning in educational institutions in the country. As it constitutes a modality that is still very lacking in research on the complexity that constitutes it, especially with regard to the construction of the personal and professional identities of the teachers who interact with it, this study sought, therefore, to understand and face, in a reflexive and creative way, the challenging conjunctures of the daily life of the identity constructions of a teacher who works in the Licenciatura Course in Letters-Portuguese at a distance from the Federal Institute of Alagoas (Ifal). For this, we dialogue with the theoretical references, among others, by Tardif (2014); Bakhtin (2003; 2008; 2009; 2011); Moita Lopes (2002); Maturana (2009); Rajagopalan (2003); Souto Maior (2013); Celani (2005); Fabrício (2006); Signorini (1998); Amorim (2003); Hall (2009). The study, inserted in the field of Applied Linguistics (LA) and anchored in qualitative research, made use of a semi-structured questionnaire and the Virtual Learning Environment of the collaborating researcher in the data construction process. The analyzes undertaken revealed that the teaching identities are constituted in the discursive practices that comprise the universe of teaching and the discursive ethics of what represents the social self-image, as a result of a sociocultural process, of great dynamism and of constant resignification. In addition, the socially constituted images about the teaching profession have implications for the referred representations, as well as for the speeches that constitute the identities of the professors. This perspective contributed to the understanding that the process of identity construction happens in a co-responsible way, which allocates the subjects in a place of continuous identity rework for themselves and for others.