Posicionamento e emoção: um debate sobre o ensino remoto no contexto da pandemia de coronavírus

• Ano de defesa: 2021
• Autor(a) principal: Francisco, Carlos Wagner Marinelle
• Outros Autores: [e-mail]
• Orientador(a): Abritta, Carolina Scali
• Banca de defesa: Rodrigues, Andrea , Vieira, Amitza Torres
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras, Mestrado Profissional em Rede Nacional (PROFLETRAS) - FFP
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Posicionamento; Emoção; Ensino remoto; Coronavírus; Debate
• Palavras-chave em Inglês: Positioning; Emotions; Remote teaching
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/18943

The pandemic caused by the emergence of the new coronavirus in Brazil has already led to thousands of deaths. In face of this scenario, in education, the closing of schools resulted in the implementation of remote teaching as a learning method. Thus, the reflections that will be presented in this research contemplate, as a overall goal, what this social problem has brought to the student’s lives from the tragic context we live in, having as a theoretical basis the Positioning Theory (HARRÉ; VAN LANGENHOVE, 1999), encompassaing the aspect of the individuals emotions in the interactions produced by the pandemic. For this purpose, the intervention addresses the analysis of a regulated debate held with students from a 9th grade of a public elementary school in the state network, whose theme was about remote education in the context of the Brazilian public school, going through the issue of social inequalities and access. The debate took place through the virtual platform Google Classroom, in September 2020. The research methodology used is qualitative in nature (HAGUETTE, 2013) and assumes an ethnographic nature (ANDRÉ, 2003). Based on the virtual interaction model and on the Ethnomethodological Conversation Analysis perspective (SCHEGLOFF; JEFFERSON; SACKS, 1977), some speech segments will be displayed through transcripts. Through short narratives that emerged in the speech, students resorted to the use of emotion to position both themselves and others in the conversation. In the debate, positions of exclusion, indifference, and indignation were assertively constructed by the interactants when talking about their emotions, also emerging a positioning of the other, in this case, the negligent part of adult society, in relation to the issues imposed by the pandemic. As a product of the dissertation, a Pedagogical notebook was elaborated, following the stages of the intervention carried out, with the intention of providing other teachers with the opportunity to expand the discussions about remote teaching in their classrooms, as well as to give other students the opportunity to talk about what they feel in the midst of the pandemic context. The goals of this research also stands out, in addition to the valorization of orality, the education of emotions in the school space, a point of extreme priority, mainly in the context of post-pandemic education.