Trajetórias de uma Professora de Língua Inglesa em Ensino Remoto Emergencial

Abstract

RESUMO A pandemia do Covid-19 impactou diversos setores da sociedade, causando não apenas uma crise sanitária, mas também econômica, política e educacional, levando-nos a refletir sobre como tudo está interligado de alguma maneira. No presente artigo, buscou-se analisar, a partir da Teoria da Complexidade, a prática de uma professora lecionando língua inglesa (LI) em contexto de Ensino Remoto Emergencial (ERE). A metodologia utilizada é de abordagem qualitativa, a partir de um estudo de caso longitudinal com base nas narrativas escritas pela professora durante 7 meses de ERE. Os resultados mostram que as condições iniciais da professora foram favoráveis para sua prática no ERE. Não é possível generalizar as condições desse contexto específico, mas a partir desse estudo destacam-se práticas de ensino de LI e a importância da tecnologia na formação de professores.

Teachers’ Perception During Pandemic Times: Challenges, Opportunities and Changes

“…Of the selected articles, the researchers come from sixteen different countries (Sweden, Saudi Arabia, Portugal, USA, Slovakia, Philippines, Italy, Israel, Canada, Brunei, Brazil, India, South Africa, Turkey, Austria and Malaysia), and four different continents -which is relevant, as the pandemic did not impact all countries in the same way, considering geographic, cultural, political and economic differences, as well as the different views of these countries' governments on the pandemic. It is worth mentioning that six studies focus on the teaching of specific subjects, which are Physical Education (Kaya, 2021;Centeio et al, 2021), English as a second language (Ludovico et al, 2021;Denardi et al, 2021), STEM (DeCoito and Estaiteyeh, 2022) and technical subjects (Code, Ralph and Forde, 2022), and two others focus on the teaching of students with Special Educational Needs (Toquero, 2021;Schuck and Lambert, 2020;). There is also one study whose objective was to investigate the case of Natural-Science teachers of Deaf/Hard-of-Hearing Learners (LDHH) (Adigun, 2022).…”

“…Berdgahl e Nouri, 2020; Nilsberth et al, 2021;Marshall, Shannon e Love, 2020;Batac, Baquiran e Agaton, 2021;DeCoito e Estaiteyeh, 2022;Shamir-Inbal e Blau, 2021;Wotran et al, 2021;Denardi et al, 2022;Ludovico et al, 2021;Cooper, Timmons and MacGregor, 2021;Schuck and Lambert, 2020 Assessing learning and giving feedback Berdgahl e Nouri, 2020; Nilsberth et al, 2021;Marshall, Shannon e Love, 2020;Haskova, Havettova e Vogelova, 2021;Shamir-Inbal e Blau, 2021;DeCoito e Estaiteyeh, 2022;Code, Ralph e Forde, 2022;Wotran et al, 2021;Denardi et al, 2022;Ludovico et al, 2021;Schuck and Lambert, 2020;Centeio et al, 2021;Kaya, 2022;Kamal and Illiejan, 2021 Motivating and coordinating students Seabre et al, 2021;Marshall, Shannon e Love, 2020, Haskova, Havettova e Vogelova, 2021Shamir-Inbal e Blau, 2021;DeCoito e Estaiteyeh, 2022;Anderson, 2021;Ibrahim, Padilla-Valdez e Rosli, 2022;Denardi et al, 2022;Ludovico et al, 2021;Panesi et al, 2021;Cooper, Timmons and MacGregor, 2021;Centeio et al, 2021;Kaya, 2022;Schuck and Lambert, 2020 Providing satisfactory instructions Marshall, Shannon e Love, 2020;Haskova, Havettova e Vogelova, 2021;Batac, Baquiran e Agaton, 2021;...…”

“…2021; Trust and Whalen, 2021;Giovanella et al, 2020;Cobe, Ralph and Forde, 2022;Shamir-Inbal and Blau, 2021;Ibrahim et al, 2022;Decoito and Estaiteyeh, 2022;Haskova et al, 2021;Alakrash and Razak, 2021;Kamal and Illyian, 2021;Panesi et al, 2021;Centeio et al, 2021;Woltran et al, 2021;Denardi et al, 2021;Ludovico et al, 2021).…”