A curadoria na formação inicial do professor de língua portuguesa: uma análise dialógica

Abstract

This research is inserted in the field of Applied Linguistics and aimed to analyze how undergraduates of a Portuguese-Letters course, in initial training at a federal technological university, produced meanings about the teacher as a curator in pedagogical work by using virtual objects of learning. This theme is relevant to address the problem of the role of the teacher in the face of new demands and educational realities in the context of multiliteracy and communication technologies. Therefore, the research methodology consisted of a qualitative and interpretive approach, characterized as participatory research. From the point of view of theoretical basis, the research has as anchor the Dialogic Discourse Analysis (DDA) from the studies of the Bakhtin Circle (BAKHTIN, 2015[1975], 2018[1963], 2016[1979], 2018[1975] VOLÓCHINOV, 2018[1929], 2019[1930]) taking as its marker concepts such as language, dialogism, ideology, utterance, and discourse. To analyze the conceptions of the undergraduates regarding curation, we also found contribution in the studies of Applied Linguistics (KLEIMAN, 2006; LEFFA, 2006; ARAÚJO, 2019, and others) and Education Technologies (DESCHAINE and SHARMA, 2015). As obtained results, there have been observed discursive regularities about the concept of curation, relating them to the educational context in order to think of this practice as an innovation to the teaching praxis, but it should be noted that there were statements that problematized the curation as a practice already existing in the teacher’s duty. In this way, the curation was stated as: (a) a mediation process; (b) practice in distance education; (c) a method linked to the digital culture space; d) a practice compared to the didactic elaboration. Moreover, there was a certain unanimity in the statements when stating the contemporary teacher as a curator, whose characteristics are: a) professional who organizes information, especially those arranged in digital environments; b) professional who expands knowledge, but his profile and his performance will be shaped according to the teaching modality in which he operates; c) professional who works anchored in teaching materials; d) professional whose performance is marked/conditioned by the concrete working conditions.