Mediação dialógica implicada e a constituição identitária do/a professor/a em formação inicial docente na modalidade a distância: um estudo interpretativo das práticas linguístico-discursivas em ambientes virtuais de aprendizagem

Abstract

The undeniable importance of initial teacher training in Distance Education (DE) lies in its focus on preparing educators to meet the demands of responsive-active professional practice (Bakhtin, 2011) of students undergoing training in teaching and learning (Geraldi, 2014; Zozzoli, 2016) in the distance learning modality (Moore, 2002; Maia, 2007; Belloni, 2008). This occurs within the contemporary educational context characterized by fragmentation (Hall, 2006, 2014), complexity, and fluidity (Bauman, 2001). Drawing from the field of Applied Linguistics(Moita Lopes, 2006; Fabrício, 2006; 2017; Souto Maior, 2022), this research aims to reflect on the construction of the identity of the Portuguese Language teacher in initial training in the Distance Education mode of the Letters/Portuguese course at the Federal Institute of Alagoas, for engagement in this modality. For this study, we operated within a virtual classroom with the objective of mediating experiences from a dialogical standpoint (Souto Maior et al., 2020; Zozzoli, 2012), guided by the dialogical conception of language (Bakhtin, 2011; Bakhtin/Volóchinov, 2014), providing a reflection on pedagogical practices that stimulate teaching knowledge (Tardif, 2014; Pimenta, 2006, 2012) in distance learning, thereby contributing to a more critically constructed teaching identity. Methodologically, we embrace a qualitative perspective of an ethnographic nature with interpretative elements (Triviños, 1987; Flick, 2009; Oliveira, 2008), utilizing the action research method (Flick, 2009; Barbier, 2004; André, 1995). Data construction occurred through the administration of questionnaires, forums, individual Moodle, and WhatsApp chats. In this manner, the linguistic-discursive practices of educational environments, particularly individual chats, forums, the consignment genre (Luz, 2017; Luz, Souto Maior, 2019), and the questionnaire, enable us to analyze the construction of teaching identities, as the utterance is a product of social interaction reflecting/refracting socio-historical changes (Bakhtin, 2014). From this perspective, we defend mediation, which we call implied dialogic between teacher and student, developed during the study, which is characterized by a participatory, integrative and responsive-active bias, as it constitutes linguistic discursive practices constructed in interactions between teachers and students which instigate reflection on the implications of the meanings of the subjects involved in the teaching and learning process aimed at building a critical and reflective education, as well as professional ethics. These reflections and practices contribute to the constitution of teaching identity and encourage a rethinking of training, teaching knowledge and pedagogical practice in language teaching, especially work with discursive genres in distance learning.