Teachers’ interlocutions and organization of pedagogical work in the context of collective work

• Autor(a) principal: Freire, Fernanda
• Data de Publicação: 2022
• Outros Autores: Cunha, Renata Cristina Oliveira Barrichelo, Pucci, Renata Helena Pin
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/54746
• topic: Inservice teacher education; educational interaction process; team teaching; educational planning.; formación docente en servicio; Interacción; trabajo pedagógico en equipo; organización del trabajo docente.; formação de professores em serviço; interação; trabalho pedagógico em equipe; organização do trabalho docente.

Collective work in schools is an instance of teachers’ education, participation, and collective responsibility for pedagogical work. The article discusses the contributions of the collective work of teachers in the context of basic education and aims to analyze the dynamics of interlocution and negotiation of meanings for the process of organizing the school’s pedagogical work. It starts from the principles that the subject is constituted in the discursive dynamics and that the conscience, which forms and changes the ways of being in the world, is constituted in social interaction. The research was carried out within the scope of the collective pedagogical work classes (ATPC) of a public school located in a city in the state of São Paulo and the analysis of the teachers’ interventions in the meetings is supported by the enunciative discourse analysis. The results show that the teachers, when resuming the speeches of their colleagues, refuting and/or reiterating them in the discursive dynamics, look for ways to organize the pedagogical work that meet the singularities of the school, its community and the production of knowledge that can contribute with new ways of thinking about the world. It is also noteworthy that the teacher-student-knowledge relationship supports the principles of the desired pedagogical work and despite the gap between what is desired and what is done, collective work guided by dialogue, reflections and exchanges between teachers enhances collaboration and the construction of meaning for the educational action.