Saberes docentes construídos e ressignificados por professoras e pibidianos(as) de Letras da Universidade Federal de São Carlos

Abstract

This thesis consists of a study on the teaching knowledge constructed within the scope of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the Portuguese Language and Literature program at the Federal University of São Carlos (UFSCar), focusing on the public calls from 2018 to 2020 and from 2020 to 2022. PIBID establishes a fruitful space for research and analysis of public education policies, given its relevance in both initial and continuing teacher education, whose experiences enable the (trans)formation of individuals. The participants in this research include eight PIBID fellows majoring in Portuguese Language and Literature, two supervising teachers, and the area coordinator of PIBID Letras – UFSCar. The analytical instruments used were semi-structured questionnaires, analysis of the fellows’ portfolios, interviews with the teachers, and an interview with the area coordinator. Language plays a fundamental role in everyday life and within the school context, where interactions mediated by language are crucial for the construction of personal and professional identities. In this regard, the program's actions enabled significant shifts—not only in overcoming the physical barriers of school spaces and curricular content but also in deconstructing the verticality of teaching and the linearity of knowledge. Therefore, the general objective of this research was to analyze the teaching knowledge constructed and re-signified by teachers and PIBID fellows in the field of Language and Literature during the context of Emergency Remote Teaching (ERT), focusing on language-related issues in connection with teaching knowledge. The categories of analysis included: Portuguese language teaching practices; the re-signification of teaching knowledge; and the challenges and learning experiences of the teachers and PIBID fellows. Portuguese language teaching practices were analyzed based on the theoretical studies of Bunzen (2012) and Rojo (2020). This study aimed to examine both initial and continuing teacher education from a socio-historical perspective, through which it was possible to highlight the construction and re-signification of the teaching knowledge of teachers and PIBID fellows. This re-signification emerged responsively and collectively, both on a personal level and within the plurality of teaching knowledge. The concept of teaching knowledge was based on the theoretical framework of Tardif (2014). Furthermore, the study highlighted reciprocal learning, the opportunity to update pedagogical theories and methodologies, the reading of academic articles and policy documents, reflection on education, the narrowing of the gap between higher and basic education, and the reflective potential inherent to the teaching profession. The context of Emergency Remote Teaching (ERT) posed considerable challenges for both teachers and students. However, it also opened possibilities for exploring digital information and communication technologies (ICTs). Nonetheless, the study identified numerous challenges and difficulties, such as low student engagement, technological barriers, increasing social and educational inequalities, and existing gaps in the educational system. Thus, this research serves as an important historical record, advocating for the political necessity of maintaining the program and valuing the teaching work developed within the context of emergency remote classes.