A escuta das vozes do "ser professora" a partir dos memes no período da pandemia da covid-19

Abstract

The context of the Covid-19 pandemic has been changing relationships in a constant process in society, especially in the sphere of education, impacting relationships with teachers, students, colleagues, with the school space and with technology. In this context, the identity of “being a teacher” is tensioned, considering the relational and situational elements, influenced by the historical and pandemic context. Thus, the objective of this work is to listen to the voices of different discourses about “being a teacher” during the period of the Covid-19 pandemic through the materiality of the meme genre. Through the collating methodology proposed by Mikhail M. Bakhtin as one of the main theoretical references, the work presents discussions about constitutive aspects of the teaching identity; the meme as a discourse genre; the context of meme production – subdivided into the backstage of teaching work, the teacher-student relationship mediated by technology, and the relationship with mothers and fathers. The data set that we used were memes that circulated on the main social networks between 2020 and 2021, with the theme of “being a teacher” in the pandemic. As part of the understandings presented in this work, there are: the meme as a discursive genre with relatively stable characteristics, that is, as a form of communication, with its own aesthetic structure, in this space of the digital platforms of social networks. In the listening process, claims, conflicts, irony, the tragic and the comic about the identity of “being a teacher” emerged, represented by memes that deal directly or indirectly about teachers, by different subjects, each with their unique place in the established relationships.