Linguagem e trabalho em uma abordagem ergodiscursiva: práticas laborais de atividade docente nos períodos pandêmicos e pós-pandêmico da COVID-19

Abstract

The study we developed, in this dissertation, presents as its theme Language and Work in the midst of the Covid-19 pandemic and in the post-pandemic context. The general objective is to analyze scenographies and their respective discursive ethos, which mobilize knowledge in work activities, in view of the expected prescriptions and their renormalizations by teachers, in their daily practices, based on the experiences lived in the pandemic and post-pandemic periods of Covid-19, supported by enunciative-discursive precepts, in interface with the ergological perspective of language on work. This interdisciplinary study is anchored in the theoretical conceptions that involve the theoretical precepts of Yves Schwartz (2002, 2011, 2014, 2015, 2016, 2020, 2021), focusing particularly on the concepts of ergology, precedent norm and renormalizations, use of the body-self and its dramatic ones. Concomitant with these precepts, we adopted the studies of Nouroudine (2002, 2021), which involve language in, as and about work, as well as the research of Faïta (2002, 2021), considering language as an activity. Contributions derived from discourse analysis were incorporated into these theoretical assumptions, such as: enunciative scene, scenography and ethos, as addressed by Dominique Maingueneau (2008a, 2008b, 2010, 2012, 2013, 2016, 2020), in addition to Amossy (2016), on images of self in discourse and the projection of ethos. This research is classified as applied, exploratory, bibliographic, through field research, with a qualitative approach in its analysis. The corpora selected for analysis include prescriptions/standards established by Consuper, of the Instituto Federal Catarinense, issued during the pandemic period and excerpts from teachers' testimonies, obtained in unstructured interviews, which were conducted with open-ended questions. In this research, we evidenced that language operates as an interpretative mediator in adaptations to new demands and in the reconfiguration of work practices. In addition, the scenographies reflect a context of remote teaching based on institutional guidelines, projecting an ethos of technical and institutional mastery. This ethos is marked by security in the application of pedagogical standards and practices, building an image of expertise and reliability. We found that both in the pandemic and post-pandemic contexts, the projected ethos was an ethos of responsibility, an ethos of pedagogical humanism, an ethos engaged in adapting to new technologies, as well as an ethos of vulnerability and adaptation, someone who faced challenges, an ethos of isolation, and a frustrated ethos. In this scenario, dramatic changes in the use of self emerged, in which teachers had to mobilize different subjective positions to deal with the demands of remote teaching and the abrupt changes in their practices. Acting competently became a central element, as teaching required not only technical and pedagogical mastery, but also the ability to manage uncertainties, mediate interactions in new formats, and reinvent educational practice amid adversity. This mobilization of knowledge occurred at multiple levels, from the use of technologies to the redefinition of pedagogical relationships, highlighting the dynamic and adaptive nature of teaching activity in the face of the challenges imposed by the pandemic.