DO PRESENCIAL AO DIGITAL EM TEMPOS DE PANDEMIA: O ETHOS REVELADO PELO PROFESSOR EM ATIVIDADE REMOTA

Abstract

This study aims to analyze the construction of the teacher's discursive ethos, as an image of himself, in remote work activity, when subjected to an atypical scenography that leads her to use himself by her own and by others to do the job. We use the theoretical studies on language and work to develop data analysis. We rely on the theoretical assumptions of the scenography and ethos of Maingueneau's Discourse Analysis (2008; 2013; 2015; 2018; 2019; 2020), as well as on the principles of Ergology, proposed by Schwartz (2014), Schwartz and Durrive (2010), Nouroudine (2002), Faïta (2002) and Souza-e-Silva (2002). This is bibliographic and exploratory research, with a qualitative approach. The corpus consists of a teacher's testimony, posted on the social network Facebook after she suffered an anxiety crisis for not being able to complete a video lesson. We observed that the teacher, in allowing “use of self by herself” and “self by others”, went beyond the healthy limit for her activity. We found that the dramatic and renormalizations experienced by the teacher made her reveal an ethos of physical and psychological exhaustion, feeling pressured and devalued by society, and crying out for recognition.