Transformação identitária do professor durante a pandemia à luz da linguística sistêmico funcional

Abstract

The research is dedicated to analyzing the identity construction of a recently graduated English language teacher, focusing on his first steps in a career in individualized remote teaching. Using autobiographical narratives as a source of data, the investigation seeks to answer three main questions: (a) What learning was necessary to work in individualized remote teaching?; (b) What were the turning points noticed in my professional career?; and (c) How were the turning points and learning needs, highlighted in the autobiography, realized through language? To assist in the discovery of reinforcements, I have as fundamental pillars individualized remote teaching (Bleistein; Lewis 2015), teaching in the pandemic (Leurquin, 2020), (Denards, Marcos e Stankoski, 2021), (Lucena, Alves, Ramos 2022), the concept of teaching identity, , (Barkhuizen, 2017), (Romero, 2020), agency (Allen, 2018), in addition to the theoretical assumptions of Systemic-Functional Linguistics (Halliday; Mathiessen, 2014),(Fuzer; Cabral, 2014). The analysis highlights the importance of Transitivity(Halliday; Mathiessen, 2014), revealing significant details about the process of recognition as a teacher, while Appraisal(Martin;White 2005) emerges as an essential tool for measuring the impact of events in my life and how each event was essential in my transformation. This study thus highlights the relevance of language, especially through the elements of transitivity and evaluativeness, in understanding the teacher's identity transformation, strengthening the understanding of the social character of language.