Aulas remotas e sua representação para professores do ensino médio integrado no Instituto Federal de Pernambuco Campus Garanhuns

Abstract

This work is a qualitative research whose focus is to analyze the representations of the communicative event class in remote context for integrated high school teachers at the IFPE campus Garanhuns. The study differentiates the teacher's understanding of the expository-dialogued class and the strictly expository class, taking into account the Critical-Social and Traditional teaching models. We describe and conceptualize the types of classes in a Didactic and Methodological perspective based on Araujo (2013), Veiga (2008) and Libâneo (2013) and, later, we describe and conceptualize class as a genre based on the studies of Bazerman (2005), Marcuschi (2005) and Bakhtin (2003). It is possible to notice that there is a low understanding of the difference between the types of classes, in addition to the models adopted in the teaching practice as well as technical training with regard to the knowledge required of professionals who teach about elements that make up an expository-dialogued and the strictly expository class, which ends up limiting the understanding of what would be a synchronous class in remote context.