Análise das práticas de sala de aula no modelo remoto: estudo das tensões emocionais discursivas na aprendizagem em tempos de pandemia

Abstract

This work seeks to describ the biggest challenges of an emergency remote study, faced by a student of the law course in the state of Alagoas due to the pandemic of the new coronavirus. This teaching modality is being an educational reality in different spheres, and, therefore, it is a current discussion in contemporary society. The choice of the research came at a time when we were experiencing social detachment, due to the pandemic of the new coronavirus (COVID-19), in early March 2020, when preventive and alternative measures (Santos, 2020) were being taken to reach schools and meetings, and, because of this, there was no possibility of observing classes in undergraduate research. We conceive for the development of the research that the speeches (BAKHTIN, 2003) permeate the social practices and constructo meanings that constitute them.Our goal was to problematize the discursive practices that were experienced and aims to reflect on this student learning, the discursive emotional tensions (SILVA; SOUTO MAIOR, 2020), the teacher/student interaction and the relevance of digital literacies (REZENDE, 2016) in this context. Thus, our research questions were: what are the possible challenges of the practices of emergency remote study/teaching, taking into account the demands on digital literacy for the realization of activities? What is the possible interference of discursive emotional tensions in learning in times of pandemic? How the teach/student interaction took place using the digital media used for the classes? This qualitative research, which whas situated in the field of Applied Linguistics (MOITA LOPES, 2016; SOUTO MAIOR, 2018), makes use of the interpretative studies of the speeches. In order to do it, we used some techniques (LESSA, 2008) for data collection, drent which stand out: the participant observation, with records of field diaries and application of a structered questionnaire. Therefore, we think, together with Santos (2010), that the search for a responsible educational foundation is the space of information, creation, criticism and self- criticism, of the census and the conter-sense, of the moment. We need to look again at a construction aducation, a colletive transformation of a daily práxis.