A autoconfrontação como possibilidade de reflexão e movimento nas atividades de docência: um estudo sobre os estágios

• Autor(a) principal: Retz, Raquel de Godoy
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16028
• topic: Atividade docente; Autoconfrontação; Clínica da atividade; Formação de professor; Psicologia sócio histórica; Teaching activity; Self-confrontation; Clinical activity; Formal education of teachers; Socio-historic psychology; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

The main goal of this study is to understand the self-confrontation as a possibility of reflection and movement in the performed activity the practice during the trainee period. Considering the theoretical and analytical categories of Dialectical Historical Materialism, and studies about the activity , according to the theory of Clinical Activity by Yves Clot, the study proposition is focused on the self-confrontation technique, with some changes proposed by this researcher. Two pedagogy students (trainees) are recorded while teaching and, then, go through the self-confrontation stage, in which they watch their own practices during the recorded classes. The researcher questions about the classes, makes propositions and gives suggestions about those practices. The focus on the self-confrontation technique as an appropriate tool for the formal education of teachers is based in theories which consider reflection as the main part of the professional education process. During the analysis of the self-confrontations, the points of observation are the reflections expressed by the trainees and their movements, the variations of activities, and the comparison between self-confrontations