O discurso de dois docentes e dois gestores sobre a aprendizagem da escrita na pandemia

Abstract

This dissertation reflects on the moment experienced by education professionals during the Covid-19 pandemic, the installation of remote classes and the effects of this context on the literacy process and professional activity of these subjects. Since this was a critical period, we sought to understand what that moment was like and how some teachers from the first year of Elementary School and managers from a municipal school in the city of Pato Branco (PR) developed their work, with this school choosing to deliver materials printed to students due to their financial conditions. We specifically analyzed the constitution of the discursive subject of these professionals, supported by Discourse Analysis (DA), based on their statements about the difficulties faced during the literacy process that occurred during social distancing. To carry out the reflections proposed in this dissertation, we used theoretical bases that guide the concepts related to writing, literacy and its teaching-learning process such as Ferreiro (2004, 2017), Soares (1998, 2008, 2017), Vygotsky (1984, 1988), Piaget (1983, 1947), Bakhtin (1979), Teberosky (1997) and Cagliari (2010); and with regard to AD we use the contribution of Maingueneau (2008, 2005), Charaudeau and Maingueneau (2008), Possenti (2009), Pêcheux (1990), Orlandi (2000), Althusser (1974) and Foucault (1994). The objectives of this research are to understand how teachers constitute themselves in terms of subjects of discourse based on responses to an interview that deals with the work carried out by them in the first year of Elementary School during 2020, the year of the Covid-19 pandemic. , and reflect on the impacts of the pandemic on the literacy process and on the constitution of the subject of teachers and managers. This discussion is justified, as the period of remote teaching generated consequences for Brazilian education as a whole, especially impacts on the students' literacy process; and in the construction of the discursive subject of teachers and managers who faced this period, trying to carry out their work in the best way. After analyzing the speech of teachers and managers, we observed that for these subjects, the year 2020 represented a stage of great difficulties and the literacy process took place partially. Furthermore, we noticed a constant reaffirmation of the traditional Discursive Teaching Training in which the responsibility for teaching-learning falls solely on the teacher, with the other actors in the educational process (guardians, students and society) being little involved or even present. Furthermore, we note that the teacher's discursive subject is dominated by ideological apparatuses of the State, such as the government, education policies and external evaluations, and crossed by ideologies that devalue teaching and disauthorize the knowledge of education professionals. In this context, there is a constant need for this subject to justify his actions, responding to a Discursive Training that demands from the teacher a result that should be everyone's responsibility. Furthermore, the participants' discursive subject is marked by insecurity and the need to worry about the judgment of the Other and, thus, continually be in a defensive position.