Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/59369
Título: Transformação identitária do professor durante a pandemia à luz da linguística sistêmico funcional
Título(s) alternativo(s): Teacher identity transformation during the pandemics in the light of systemic functional linguistics
Autores: Romero, Tania Regina de Souza
Neder Neto, Tufi
Silva, Renato Caixeta da
Palavras-chave: Ensino remoto individualizado
Identidade docente
Linguística Sistêmico-Funcional
Pandemia de COVID-19
Transformação identitária
Narrativas autobiográficas
Formação de professores
Individualized remote teaching
Teacher identity
Systemic Functional Linguistics
COVID-19 Pandemic
Identity transformation
Autobiographical narratives
Teacher education
Data do documento: 12-Set-2024
Editor: Universidade Federal de Lavras
Citação: CARNEIRO, Guilherme Augusto de Figueiredo. Transformação identitária do professor durante a pandemia à luz da linguística sistêmico funcional. 2024. 74p. Dissertação (Mestrado em Letras) - Universidade Federal de Lavras, Lavras, 2024.
Resumo: The research is dedicated to analyzing the identity construction of a recently graduated English language teacher, focusing on his first steps in a career in individualized remote teaching. Using autobiographical narratives as a source of data, the investigation seeks to answer three main questions: (a) What learning was necessary to work in individualized remote teaching?; (b) What were the turning points noticed in my professional career?; and (c) How were the turning points and learning needs, highlighted in the autobiography, realized through language? To assist in the discovery of reinforcements, I have as fundamental pillars individualized remote teaching (Bleistein; Lewis 2015), teaching in the pandemic (Leurquin, 2020), (Denards, Marcos e Stankoski, 2021), (Lucena, Alves, Ramos 2022), the concept of teaching identity, , (Barkhuizen, 2017), (Romero, 2020), agency (Allen, 2018), in addition to the theoretical assumptions of Systemic-Functional Linguistics (Halliday; Mathiessen, 2014),(Fuzer; Cabral, 2014). The analysis highlights the importance of Transitivity(Halliday; Mathiessen, 2014), revealing significant details about the process of recognition as a teacher, while Appraisal(Martin;White 2005) emerges as an essential tool for measuring the impact of events in my life and how each event was essential in my transformation. This study thus highlights the relevance of language, especially through the elements of transitivity and evaluativeness, in understanding the teacher's identity transformation, strengthening the understanding of the social character of language.
URI: http://repositorio.ufla.br/jspui/handle/1/59369
Aparece nas coleções:Letras - Mestrado (Dissertações)



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