Explorando as percepções de professores em relação ao ensino on-line emergencial no PPG-Letras da UESPI durante a pandemia covid-19 à luz da teoria de Affordances

Abstract

In this study, we analyze what happens when teaching is redirected from the traditional classroom to the virtual modality, and explore what characterizes affordances in this model, a situation that the Postgraduate Program in Letters (PPGL) at UESPI went through, migrating to emergency remote classes by videoconference. It was analyzed what kind of communicative and social impacts, that is, in oral and written production and in interactions, this change caused in the expository class genre, involving the use of these new tools as support for the remote modality of the lecture. This is a descriptive and qualitative study supported by quantitative data, obtained by the documentary method, through a questionnaire applied to the Program's teachers. The analysis was performed in the light of Gibson's ecological model (1979), and the unfolding of his Affordances theory, developed by Norman (1999), Chemero (2001, 2003), Kaviani, Tamim and Ghaemi (2020), Kreijns and Kirschner (2020, 2001), Santos Costa (2013), Solymosi (2013), Turner and Turner (2002) and Van Lier (2000, 2004). The perception and use of the possibilities and possible agency in the man-machine ecology was investigated based on the impressions of the teachers of the Program, revealing the contrast between the teaching practice in a face-to-face teaching modality and in the remote modality, mediated by computers. The results showed a preference of professionals for the face-to-face model of classes, through their reports on the positive and negative points of their practice mediated by computers, revealing impacts on discursive, behavioral, social movements, materialized in linguistic manifestations, that is, in the way how the interactions occur for the realization of communicative events, oral and written, while mediated by technologies.