Teacher representations: an analysis through enunciation
DOI:
https://doi.org/10.29327/256399.13.2-3Keywords:
Remote teaching. Enunciative voices. Representation.Abstract
This article seeks to discuss whether there are interferences in the professional representation triggered by teachers of the State Teaching Network of Paraíba, in the migration from the online context to the face-to-face context. This article aims to: analyze the concept of representation that underlies these teachers. For that, we analyzed the answers of these teachers, through an online questionnaire. As a theoretical support, we turn to Moscovici (1978, 2003), when he states that representation is constituted by human relationships, and in this interaction, subjects elaborate functions and behaviors inserted in a context; in the enunciative voices, proposed by Bronckart (1999), when arguing that the voices are entities that declare responsibility for what was enunciated, judging, evaluating and analyzing. The results indicate, in the teachers' speeches, an occurrence sometimes of the author's voice, sometimes of the character's voice, sometimes of the social voice
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