The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures

Detalhes bibliográficos
Autor(a) principal: Lousada , Eliane Gouvêa
Data de Publicação: 2021
Outros Autores: Duarte , Naiara Alves
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/5492
Resumo: In this article, we aim to present a research (DUARTE, 2017) that aimed to study the development process of beginning teachers of French as a foreign language (FLE) from the perspective of teaching as a work, seeking to analyze the role of allo-confrontation interviews (MOLLO; FALZON, 2004) in this process. Based on the method of confrontation, we seek to identify teachers' questions when they are confronted with the dilemmas of teaching work experienced by other teachers and to see how confrontations can contribute to the production of new knowledge about work. Therefore, we rely, in the first instance, on Social Interactionism (VYGOTSKI, 1997) and on theoretical frameworks derived from it: Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008), Clinic of Activity (CLOT, 2001a, 2008) and Ergonomics of the Activity of Education Professionals (AMIGUES, 2004, FAÏTA, 2004, SAUJAT, 2004a). We will highlight the use of Portuguese in French classes, trying to understand the teachers' gestures and their position in relation to this issue.
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spelling The use of L1 in French classes: The allo-confrontation interview revealing possible generic gesturesL’usage dretien d’allo-confrontation révélant de pose la langue maternelle en classe de français: L’entsibles gestes génériquesO uso da língua materna em aulas de francês: A entrevista em aloconfrontação revelando possíveis gestos genéricosAloconfrontaçãoFormação de professoresFrancês como LEGestosprofissionaisTeacher educationFrench as a FLAllo-confrontation Professional gesturesFormation des enseignantsFrançais comme langue étrangèreAllo-confrontationGestes professionnelsIn this article, we aim to present a research (DUARTE, 2017) that aimed to study the development process of beginning teachers of French as a foreign language (FLE) from the perspective of teaching as a work, seeking to analyze the role of allo-confrontation interviews (MOLLO; FALZON, 2004) in this process. Based on the method of confrontation, we seek to identify teachers' questions when they are confronted with the dilemmas of teaching work experienced by other teachers and to see how confrontations can contribute to the production of new knowledge about work. Therefore, we rely, in the first instance, on Social Interactionism (VYGOTSKI, 1997) and on theoretical frameworks derived from it: Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008), Clinic of Activity (CLOT, 2001a, 2008) and Ergonomics of the Activity of Education Professionals (AMIGUES, 2004, FAÏTA, 2004, SAUJAT, 2004a). We will highlight the use of Portuguese in French classes, trying to understand the teachers' gestures and their position in relation to this issue.Dans cet article, nous avons pour objectif de présenter une recherche (DUARTE, 2017) qui visait à étudier le processus de formation des enseignants débutants de français langue étrangère (FLE) dans la perspective de l'enseignement comme travail, cherchant à analyser le rôle des entretiens en confrontation (MOLLO; FALZON, 2004) dans ce processus. À partir de la méthode de l’allo-confrontation, nous cherchons à identifier les questions des enseignants lorsqu'ils sont confrontés aux dilemmes du travail pédagogique vécus par d'autres enseignants et à voir comment les confrontations peuvent contribuer à la production de nouvelles connaissances sur le travail. Pour ce faire, nous nous appuyons, dans un premier temps, sur l'Interactionnisme Social (VYGOTSKI, 1997) et sur les cadres théoriques qui en découlent: l'Interactionnisme Socio-discursif (BRONCKART, 1999, 2006, 2008), la Clinique de l’Activité (CLOT, 2001a, 2008) et l'Ergonomie de l’Activité des Professionnels de l'Education (AMIGUES, 2004, FAÏTA, 2004, SAUJAT, 2004a). Nous analyserons l'utilisation du portugais en cours, en essayant de comprendre quels sont les gestes des enseignants et leur position par rapport à cette question.Neste artigo, visamos a apresentar uma pesquisa (DUARTE, 2017) que teve por objetivo estudar o processo de formação de professores iniciantes de francês como língua estrangeira (FLE) sob a perspectiva do ensino como trabalho, procurando analisar o papel das entrevistas em aloconfrontação (MOLLO; FALZON, 2004) nesse processo. Com base no método da aloconfrontação, procuramos identificar os questionamentos dos professores quando eles são confrontados a dilemas do trabalho de ensino vividos por outros professores e verificar como as aloconfrontações podem contribuir para a produção de novos conhecimentos sobre o trabalho. Para tanto, apoiamo-nos, em primeira instância, no Interacionismo Social (VYGOTSKI, 1997) e em quadros teóricos dele derivados: o Interacionismo Sociodiscursivo (BRONCKART, 1999, 2006, 2008), a Clínica da Atividade (CLOT, 2001a, 2008) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2004, FAÏTA, 2004, SAUJAT, 2004a). Daremos destaque para o uso do português em aulas de francês, procurando compreender quais são os gestos dos professores e seu posicionamento em relação a essa questão.EdUECE2021-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/549210.46230/2674-8266-13-5492Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 12-43Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 12-432674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/5492/4283https://revistas.uece.br/index.php/linguagememfoco/article/view/5492/4284Copyright (c) 2021 Eliane Gouvêa Lousada , Naiara Alves Duarte https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLousada , Eliane Gouvêa Duarte , Naiara Alves 2021-06-14T18:09:53Zoai:ojs.revistas.uece.br:article/5492Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-06-14T18:09:53Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
L’usage dretien d’allo-confrontation révélant de pose la langue maternelle en classe de français: L’entsibles gestes génériques
O uso da língua materna em aulas de francês: A entrevista em aloconfrontação revelando possíveis gestos genéricos
title The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
spellingShingle The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
Lousada , Eliane Gouvêa
Aloconfrontação
Formação de professores
Francês como LE
Gestosprofissionais
Teacher education
French as a FL
Allo-confrontation
Professional gestures
Formation des enseignants
Français comme langue étrangère
Allo-confrontation
Gestes professionnels
title_short The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
title_full The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
title_fullStr The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
title_full_unstemmed The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
title_sort The use of L1 in French classes: The allo-confrontation interview revealing possible generic gestures
author Lousada , Eliane Gouvêa
author_facet Lousada , Eliane Gouvêa
Duarte , Naiara Alves
author_role author
author2 Duarte , Naiara Alves
author2_role author
dc.contributor.author.fl_str_mv Lousada , Eliane Gouvêa
Duarte , Naiara Alves
dc.subject.por.fl_str_mv Aloconfrontação
Formação de professores
Francês como LE
Gestosprofissionais
Teacher education
French as a FL
Allo-confrontation
Professional gestures
Formation des enseignants
Français comme langue étrangère
Allo-confrontation
Gestes professionnels
topic Aloconfrontação
Formação de professores
Francês como LE
Gestosprofissionais
Teacher education
French as a FL
Allo-confrontation
Professional gestures
Formation des enseignants
Français comme langue étrangère
Allo-confrontation
Gestes professionnels
description In this article, we aim to present a research (DUARTE, 2017) that aimed to study the development process of beginning teachers of French as a foreign language (FLE) from the perspective of teaching as a work, seeking to analyze the role of allo-confrontation interviews (MOLLO; FALZON, 2004) in this process. Based on the method of confrontation, we seek to identify teachers' questions when they are confronted with the dilemmas of teaching work experienced by other teachers and to see how confrontations can contribute to the production of new knowledge about work. Therefore, we rely, in the first instance, on Social Interactionism (VYGOTSKI, 1997) and on theoretical frameworks derived from it: Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008), Clinic of Activity (CLOT, 2001a, 2008) and Ergonomics of the Activity of Education Professionals (AMIGUES, 2004, FAÏTA, 2004, SAUJAT, 2004a). We will highlight the use of Portuguese in French classes, trying to understand the teachers' gestures and their position in relation to this issue.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/5492
10.46230/2674-8266-13-5492
url https://revistas.uece.br/index.php/linguagememfoco/article/view/5492
identifier_str_mv 10.46230/2674-8266-13-5492
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/5492/4283
https://revistas.uece.br/index.php/linguagememfoco/article/view/5492/4284
dc.rights.driver.fl_str_mv Copyright (c) 2021 Eliane Gouvêa Lousada , Naiara Alves Duarte
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Eliane Gouvêa Lousada , Naiara Alves Duarte
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 12-43
Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 12-43
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
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