O papel do professor de inglês na escola pública em Manaus em tempos de pandemia de Covid 19: um estudo de caso à luz das representações.

Abstract

This work located in the field of Applied Linguistics with emphasis on teacher training. Its general objective is to investigate the representations of the role of the public-school English teacher in the Covid 19 Pandemic times - Corona Virus Disease 2019 (Yuen et al., 2020), and as specific objectives to identify these representations, reflect and describe the implications of these representations in the issue of continuing teacher education. The theoretical framework adopted to support representations is Celani and Magalhães (2002) and Moscovici (2004); for teacher training, Leffa (2008), Monteiro (2014); and for the role of the teacher Kleiman (2006a; 2006b; 2007), Kumaravadivelu (1994), Leffa (2016) and Monteiro (2009; 2014), in addition to official documents, the Law of Guidelines and Bases (Brasil, 1996) and the National Common Curricular Base (BNCC) (Brasil, 2017). The work was part of a qualitative approach (Chizzotti, 2003; Dörnyei, 2007) and used the intrinsic case study (Stake, 1998) as the methodology. For this, profile and investigative questionnaires were used as research instruments (Chizzotti, 1991; Gil, 2002). The research context was SEDUC - AM, and the participants were five English teachers from this school network. It was hoped that this research promotes reflections on issues inherent to the continuing education of English teachers and realize their agency during the Covid 19 Pandemic period. The main results showed that the teacher's role was a critical and reflective agent, sensitive to the social needs, seeking to meet the imposed demands as best as possible, even if that meant working beyond their schedule. In addition, it was evident that the teaching and learning of English during the Pandemic was compromised, with the main reason being the inefficient use of available technologies, thus exposing social differences and the need for digitalization of public schools to follow the development of the world as one of the ways of social justice.