Um olhar discursivo desconstrutivo sobre os efeitos de ser professor de língua portuguesa no acontecimento da pandemia de Covid-19

Abstract

In this work I present some results of the doctoral research linked to the Postgraduate Program in Linguistic Studies (PPGEL) at the Federal University of Fronteira Sul (UFFS), on the campus of Chapecó, SC, and its theme is the effects of meaning of being a teacher of Portuguese language during the Covid-19 pandemic. This event promoted a series of disruptions in the current models, in the world of work, in social relations and in the field of education. One of these disruptions, in the educational field, may have affected the modes of subjectivation of subject-teachers of Portuguese language, establishing other networks of affiliation of meanings of what is interpreted about “being a teacher”. Theoretically, I am based on a d discursive perspective in approximation with the desconstruction. The main objective was to analyze whether the experience of emergency remote teaching caused shifts in the modes of subjectivation of subject-teachers, implying (or not) the constitution of new identification processes of being a teacher, having as significant materialities, self-writings from graduates of the Course of Letters at UFFS, on the campus of Chapecó, SC. Methodologically, the file was made up of semi-structured interviews carried out with ten subject-teachers who spoke about themselves and the experience of being a teacher during the Covid-19 pandemic. From this file, I extracted a set of discursive regularities that constitute the corpus of this study, namely: the unheimlich, the anxiety, the desire, the talking about oneself and the pandemic teaching. In my reading perspective, the unheimlich was interpreted as an effect resulting from the sudden and unexpected, caused by emergency remote teaching in comparison to in-person teaching; the anxiety, as an affection that manifested itself via body language, with effects that provoked questions and uncertainties about teaching; the desire, as an effect of the affection of the anxiety, which mobilized the subject-teacher to move from the position of a helpless subject to a desiring subject; the speaking about oneself as a gesture with its phármakon effects of poison medicine, which reveals the necessity and im possibility of this gesture. Among some considerations, I see that the effects and affections experienced by these subjects caused shifts in the modes of subjectivation of being a teacher and by proposing a discursive deconstructive look at pandemic teaching, I sought to understand and interpret what this experience shows about aspects that could be moved forward to think about teacher training, in particular, initial training, the place from where I position myself as a subject-researcher-professor. Our challenge is to think about training processes no longer based on the (supposed) certainty that we know how to be professors (in a specific teaching modality), installing contradiction and heterogeneity as constitutive categories of modes of teaching subjectivation.