STICKERS USED AS A PEDAGOGICAL RESOURCE IN REMOTE TEACHING: PRODUCTION PROCESSES AND SENSE EFFECTS

Abstract

Based on theoretical concepts related to the theory of Discourse Analysis of the French line, of Pecheuxtian orientation, in this article we reflect on the production processes of the meanings of stickers used, by teachers of basic education, as a pedagogical resource in remote teaching, during the pandemic period, with the aim of understanding the discursive functioning of this significant materiality. Our research, even addressing globalized discursivities, is inserted in the Amazonian context. In view of this, we present the contributions of Discourse Analysis to the reading of our work, which consists of a corpus of 3 stickers that circulated on whatsapp in the pedagogical scope. Although there is already the use of stickers in the relationships established by smartphones and computers between users of digital platforms, the use as a pedagogical resource, via whatsapp in basic education, has been established, for many teachers of public basic education, specifically in remote classes during the isolation resulting from the Covid-19 pandemic. Thus, we start with an analysis of the constitution, formulation and circulation processes of the stickers, in the light of the following analytical devices: production conditions, subject-position, discursive formation and interdiscourse.