DESLOCAMENTOS POSSÍVEIS NO DISCURSO PEDAGÓGICO METÁLICO EM ENSINO REMOTO NA EJA

Abstract

This article aims to report the possible discursive displacements that occurred in teaching internship practices during the remote emergency teaching mediated by Digital Information and Communication Technologies (ICTs), in a class of Youth and Adult Education of a Workers' Education Center, in Rio Grande do Sul, in 2021, a period marked by the global pandemic of Covid 19. This is an exploratory-descriptive qualitative research, conducted by guidelines of the educational action research, and the data produced were considered in the light of the theoretical references of the Analysis of the original Discourse of Michel Pêcheux. Aiming to reflect on the possible displacements of pedagogical discourse in the environment mediated by ICTs, called metallic pedagogical discourse, the analytical corpus of this research was constituted by excerpts of speech fragments extracted from didactic sequences that represent the interaction teacher-trainee and students, performed in the remote environment, in synchronous activity. The results highlight the development of the reflexive process in the action and on the action as a formative instance of the trainee teacher and the enunciative displacements effected by the participants of the interaction. Thus, it can be affirmed that the research subjects occupied places of saying and enunciative positions represented in the clippings, which enrolled them in the pedagogical discourse and included them, sometimes passively, sometimes actively, to digital technologies, in front of a virtual environment of learning and teaching, which is brokered, thus perceiving mobilizations that brought to light possible effects of meanings about what is called metallic pedagogical discourse and is evidenced in the study carried out.