(Re)pensar o ensino remoto emergencial na formação da identidade docente de acadêmicos de química da UTFPR-Londrina durante a sindemia do SARS-CoV-2

Abstract

In the syndemic context we are experiencing, the academic community of The Federal University of Technology-Parana was faced, at the beginning of 2020, with the suspension of face-to-face classes, in accordance with the guidelines of the institution's Contingency Committee on the New Coronavirus. This group defined, on an emergency basis, a series of guidelines on the institution's activities for this period, among them the need for academic activities to be developed through emergency remote learning in an attempt to contain the contamination of servers and students, and minimize the impacts of this decision on the academic life of the community. Based on the conditions established for this “new normal”, the objective of this research project is to identify the marks that the emergency remote teaching offered by UTFPR during the syndemic (Sars-CoV-2) left in the training of undergraduate students in Chemistry at the Londrina campus to analyze the construction of their teaching identity. For that, we opened a speech-listening channel to allow the (self)reflection of the formative processes of two undergraduates and their relations with the construction of their teaching identities in this period. For that matter, the notion of producing narratives based on life stories was used as a methodological tool. The interviews were conducted remotely, audio-recorded, and later transcribed. To guide the production of narratives, we followed a semi-structured script composed of eight questions. From this, the data were analyzed following the content analysis, inspired by Laurence Bardin, based on categories established a posteriori, namely: i) Perceptions about being a teacher; ii) Perceptions about being in syndemic time; iii) Perceptions about the being who takes care of himself and the other in the syndemic; iv) Perceptions about being a teacher in emergency remote teaching. In addition, we noted that the constitution of the teaching identity is not one and static, but multiple and in constant transformation. With this, we realize that the experiences of the subjects are personal and depend on their historical being, the result of the different relationships that the undergraduates have established with the world. These experiences collaborate in the construction of their self, and, consequently, their being-teacher.