Praxiologias de educação linguística em tempos de pandemia : (des)construções e ressignificações no Projeto English Mentoring

Abstract

This study aims at understanding the praxiologies (BOURDIEU, 1994) of the project English Mentoring, consequently, the (de)constructions and re- significations made in the process of critical language education at the beginning of the pandemic period. Thus, from a research backed up by post-critical studies (PARAÍSO, 2004; PIERRE, 2018), based on theoretical conceptions about literacies and multiliteracies (MASNY; COLE, 2009; ROJO, 2009; STREET, 2012; TAKAKI, 2012; JORDÃO, 2013; KLEIMAN, 2014; COPE; KALANTIZIS, 2015; FREITAS, 2019; MONTE MÓR, 2019), importance of the learner's agency in the process of learning an additional language (MONTE MÓR, 2013; GUOFANG, 2019; LARSEN-FREEMAN, 2019) and (dis/re)constructions of repertoires (BLOMMAERT, 2010; CANAGARAJAH, 2013; VERONELLI, 2016; MENEZES DE SOUZA, 2020), the project under study was conducted in June 2020, just after the in-person suspension of academic activities caused by the Covid-19 pandemic, declared by the WHO (World Health Organization) on March 11, 2020. For the generation of empirical materials, the first step was to recover the plans, videoconferences, records and productions of the agents during the project. Thus, the initial materials were studied via documentary analysis (GODOY, 1995). As a second plan, I promoted oral scripted conversations with the teacher-coordinator and the agents, in order to reflect on the ain assumptions, limitations, developments and movements in the project. I emphasize that for the analysis of the empirical material generated, I used the rhizome metaphor (DELEUZE; GUATTARI, 1995), performing the production and overlaps of cartographies (DELEUZE; GUATTARI, 1995; PARAÍSO; OLIVEIRA, 2012), analyzing the connections during the process. I realize through this study that the English Mentoring project was a feasible original (FREIRE, 2015) that helped learning agents at the beginning of a pandemic context, among doubts, anxieties and fears, to expand affective, motivational, social, professional and resistance repertoires, through the student agency. Therefore, I believe that this can subsidize future work and contribute to expanding this area of study, in terms of learning from these experiences, thus being able to base decisions on them.