"Quarto escuro"

representações sociais sobre currículo (re)produzidas por professores de língua portuguesa na educação básica durante a implementação do ensino remoto emergencial

Abstract

This article aims to analyze social representations (re)produced by Portuguese language teachers, working in Basic Education, in the context of the implementation of Emergency Remote Teaching. And, due to this objective, we specifically aim to: i) identify social representations (re)produced by Portuguese language teachers, in Basic Education, in the context of the implementation of Emergency Remote Teaching; ii) to characterize the process of representational constitution of the identified social representations. As theoretical foundations, we start from works on social representations and curriculum, such as Moscovici (2007), Jodelet (2001), Pedra (1997), Silva (2001), among other scholars. Methodologically, this study follows the design of qualitative research, of an interpretative nature, through the Reflection Group technique for data generation. For this sampling, we selected data from 2 Portuguese language teachers, who collaborated in the reflective session on the curriculum theme. According to data analysis, we identified that, underlying the perceptions of these collaborators, there is a social representation (re)produced about a (non)curriculum during the focused context. The process of anchoring and objectifying this social representation can be made possible through the figure of the "Dark Room", evoked by one of the collaborators, which systematizes the context of overlapping activities and absence of curricular documents experienced by the class.