"It's a very hard process": narrative analysis, positioning and identity (re)construction about emergency remote education

ABSTRACT

This article analyzes the oral narrative of a Portuguese Language teacher and describes, how she has (re)constructed the professional identity(ies) and positions herself in assessments situations in the emergency remote education. This paper is anchored in the theoretical principles of narrative analysis and consider the linguistic-interactional and discursive assessments from the studies of Labov ([1972] 2008);Moita Lopes (2001);Bastos;Biar (2015);Abreu;Nobrega (2020). The data were generated in a continuing education meeting held in 2020, during the Covid-19 pandemic. The methodology is qualitative-interpretative and it is based on the concepts of oral narrative studies. The results suggest that, when the teacher constructing the narrative, she organizes the narrated experiences, evaluating the situations and positioning herself according to the assumed identities, sometimes as a concerned teacher who values the advantages of the remote education environment, sometimes as someone who finds themself in the unprecedented pedagogical challenge.