The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity

Detalhes bibliográficos
Autor(a) principal: Freitas, Maria Fernanda Lopes de
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Trabalho & Educação (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/37519
Resumo: The reflection and mutual analysis with the faculty about their work is essential for the maintenance of the health and production of these subjects, transforming itself in the strengthening of the collectives and in the improvement of the dynamic teaching process. Thinking about such issues, this research had as theoretical and methodological reference the concepts of work ergonomics and the Clinic of activity developed by Yves Clot (2005, 2007, 2010a, 2010b, 2017) and Daniel Faïta (2002, 2004), being the method used the Instruction to the Double (ODDONE, 2008; CLOT, 1999, 2007, 2010; ROGER, 2007, 2013). The objective was to co-analyze the activity and the transformations of the teachers' activity under the eyes of the workers themselves during the suspension period of in-person classes due to the COVID-19 pandemic. Through the analyzes, we demonstrated that the teachers participating in the research found the occurrence of adaptations and replacements in the work organization after the suspension of the face-to-face classes, in order to transform the teaching activity during the pandemic remote education. Several reasons led to the transformations, with interaction being the most cited theme during the discussions, either as a source of impediments and/or overcoming the prescribed and planned works, subdivided into: human interactions as well as didacticpedagogical, and didactic-technological promoting workers' health and also as psychological learning tools. Regarding human interactions, we identified that, although both networks have adhered to remote education, in general and unlike the private sector, teachers from the municipal and state public systems have not had synchronous communication with their students, resulting in little or no interaction with them and the other members of the school community. We observed in the didactic-pedagogical interactions that there were adaptations of the plans by the teachers of the private system and exchanges and/or deletions of the plans for teachers of the public network. In didactic-technological interactions, there were transformations both in material artifacts, through the mandatory use of digital media, and in symbolic artifacts, with the transformation inversely proportional to the superior frequency with which the prescriptions were replaced and the shorter time teachers had to rework them. We identified an increase in the frequency of changes in prescriptions and the consequent decrease in previous interaction with them. In addition, an increase in bureaucratic tasks and a decrease in the necessary time of interaction for learning the new didactic-technological instruments reported as the main interactions that decrease the teachers' power to act; while the contact with work groups makes it possible to increase the power to act and, consequently, promoting the faculty members health. The interactions acted as psychological instruments mainly through work groups, which became spaces for collective and individual formation or self-training. Due to the lack of time to complete the implementation and implement faculty processes, we found that teachers throughout the pandemic remote education carried out “regulatory activities” (LIMA, 2010, 2016) or, as we specified for this professional genre, regulatory teaching activities.
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spelling The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activityA TRANSFORMAÇÃO DO TRABALHO DO PROFESSOR: COANÁLISE DAS ATIVIDADES DOCENTES DURANTE A PANDEMIA COVID-19 ATRAVÉS DA CLÍNICA DA ATIVIDADEClínica da atividadeInstrução ao sósiaTrabalho do professorCiências ambientaisPandemia COVID-19Clinic of activityInstruction to the DoubleTeacher's workEnvironmental sciencesCOVID-19 pandemicThe reflection and mutual analysis with the faculty about their work is essential for the maintenance of the health and production of these subjects, transforming itself in the strengthening of the collectives and in the improvement of the dynamic teaching process. Thinking about such issues, this research had as theoretical and methodological reference the concepts of work ergonomics and the Clinic of activity developed by Yves Clot (2005, 2007, 2010a, 2010b, 2017) and Daniel Faïta (2002, 2004), being the method used the Instruction to the Double (ODDONE, 2008; CLOT, 1999, 2007, 2010; ROGER, 2007, 2013). The objective was to co-analyze the activity and the transformations of the teachers' activity under the eyes of the workers themselves during the suspension period of in-person classes due to the COVID-19 pandemic. Through the analyzes, we demonstrated that the teachers participating in the research found the occurrence of adaptations and replacements in the work organization after the suspension of the face-to-face classes, in order to transform the teaching activity during the pandemic remote education. Several reasons led to the transformations, with interaction being the most cited theme during the discussions, either as a source of impediments and/or overcoming the prescribed and planned works, subdivided into: human interactions as well as didacticpedagogical, and didactic-technological promoting workers' health and also as psychological learning tools. Regarding human interactions, we identified that, although both networks have adhered to remote education, in general and unlike the private sector, teachers from the municipal and state public systems have not had synchronous communication with their students, resulting in little or no interaction with them and the other members of the school community. We observed in the didactic-pedagogical interactions that there were adaptations of the plans by the teachers of the private system and exchanges and/or deletions of the plans for teachers of the public network. In didactic-technological interactions, there were transformations both in material artifacts, through the mandatory use of digital media, and in symbolic artifacts, with the transformation inversely proportional to the superior frequency with which the prescriptions were replaced and the shorter time teachers had to rework them. We identified an increase in the frequency of changes in prescriptions and the consequent decrease in previous interaction with them. In addition, an increase in bureaucratic tasks and a decrease in the necessary time of interaction for learning the new didactic-technological instruments reported as the main interactions that decrease the teachers' power to act; while the contact with work groups makes it possible to increase the power to act and, consequently, promoting the faculty members health. The interactions acted as psychological instruments mainly through work groups, which became spaces for collective and individual formation or self-training. Due to the lack of time to complete the implementation and implement faculty processes, we found that teachers throughout the pandemic remote education carried out “regulatory activities” (LIMA, 2010, 2016) or, as we specified for this professional genre, regulatory teaching activities.A reflexão e análise conjunta com os docentes sobre seu trabalho é essencial para a manutenção da saúde e produção desses sujeitos, transformando-se no fortalecimento dos coletivos e na melhoria do dinâmico processo de ensino. Pensando acerca de tais questões, esta pesquisa teve como referencial teórico metodológico os conceitos da ergonomia do trabalho e da clínica da atividade desenvolvida por Yves Clot (2005, 2007, 2010a, 2010b, 2017) e Daniel Faïta (2002, 2004), sendo o método utilizado a Instrução ao Sósia (ODDONE, 2008; CLOT, 1999, 2007, 2010; ROGER, 2007, 2013). O objetivo foi coanalisar a atividade e as transformações da atividade dos professores sob os olhares dos próprios trabalhadores durante o período de suspensão de aulas presenciais devido à pandemia COVID-19. Por meio das análises, demonstramos que as professoras e professores participantes da pesquisa constataram a ocorrência de adaptações e substituições na organização do trabalho após a suspensão das aulas presenciais, de maneira a transformar a atividade docente durante o ensino remoto pandêmico. Diversos motivos levaram às transformações, sendo a interação o tema mais citado durante as discussões, seja como fonte de impedimentos e/ou como superações para a realização dos trabalhos prescrito e planificado, subdividido em: interações humanas, didático-pedagógicas, didático-tecnológicas, promotoras da saúde do trabalhador e como instrumentos psicológicos de aprendizado. Sobre as interações humanas, identificamos que, embora ambas as redes tenham aderido ao ensino remoto, de maneira geral e ao contrário da rede particular, as professoras e professores das redes públicas municipais e estadual não tiveram comunicação síncrona com seus alunos, resultando em pouca ou nenhuma interação com estes e os demais membros da comunidade escolar. Observamos nas interações didático-pedagógicas que houve adaptações das planificações pelas professoras da rede particular e substituições e/ou supressões das planificações para as professoras e professores da rede pública. Nas interações didático-tecnológicas, houve transformações tanto nos artefatos materiais, através da obrigatoriedade do uso dos meios digitais, quanto nos artefatos simbólicos, com a transformação inversamente proporcional à maior frequência com as quais as prescrições foram substituídas e o menor tempo que as professoras e professores tinham para reelaborá-las. Identificamos o aumento da frequência de alterações nas prescrições e a consequente diminuição da interação prévia com as mesmas, o aumento das tarefas burocráticas e a diminuição do tempo de interação necessária para o aprendizado dos novos instrumentos didático-tecnológicos relatados como as principais interações que diminuem o poder de agir dos docentes; enquanto o contato com os coletivos de trabalho possibilitam aumentar o poder de agir e, consequentemente, promover a saúde docente. As interações atuaram como instrumentos psicológicos, sobretudo através dos coletivos de trabalho, que se transformaram em espaços de formação coletiva e individual ou auto-formativa. Devido à falta de tempo para completar os processos de instrumentalização e instrumentação docente, constatamos que as professoras e professores realizaram durante todo o ensino remoto pandêmico “atividades reguladoras” (LIMA, 2010, 2016) ou, como especificamos para esse gênero profissional, atividades didático-reguladoras.Universidade Federal de Minas Gerais2022-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.ufmg.br/index.php/trabedu/article/view/3751910.35699/2238-037X.2022.37519Trabalho & Educação; Vol. 31 No. 1 (2022); 171-173Trabalho & Educação; Vol. 31 Núm. 1 (2022); 171-173Trabalho & Educação; Vol. 31 No 1 (2022); 171-173Trabalho & Educação; v. 31 n. 1 (2022); 171-1732238-037X1516-9537reponame:Trabalho & Educação (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/trabedu/article/view/37519/30546https://periodicos.ufmg.br/index.php/trabedu/article/view/37519/30637Copyright (c) 2022 Trabalho & Educaçãohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessFreitas, Maria Fernanda Lopes de2022-05-27T23:43:38Zoai:periodicos.ufmg.br:article/37519Revistahttps://periodicos.ufmg.br/index.php/trabedu/indexPUBhttps://periodicos.ufmg.br/index.php/trabedu/oaiassinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com2238-037X1516-9537opendoar:2022-05-27T23:43:38Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
A TRANSFORMAÇÃO DO TRABALHO DO PROFESSOR: COANÁLISE DAS ATIVIDADES DOCENTES DURANTE A PANDEMIA COVID-19 ATRAVÉS DA CLÍNICA DA ATIVIDADE
title The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
spellingShingle The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
Freitas, Maria Fernanda Lopes de
Clínica da atividade
Instrução ao sósia
Trabalho do professor
Ciências ambientais
Pandemia COVID-19
Clinic of activity
Instruction to the Double
Teacher's work
Environmental sciences
COVID-19 pandemic
title_short The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
title_full The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
title_fullStr The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
title_full_unstemmed The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
title_sort The transformation of the teacher's work: co-analysis of teachers’ activities during the covid-19 pandemic through the clinic of activity
author Freitas, Maria Fernanda Lopes de
author_facet Freitas, Maria Fernanda Lopes de
author_role author
dc.contributor.author.fl_str_mv Freitas, Maria Fernanda Lopes de
dc.subject.por.fl_str_mv Clínica da atividade
Instrução ao sósia
Trabalho do professor
Ciências ambientais
Pandemia COVID-19
Clinic of activity
Instruction to the Double
Teacher's work
Environmental sciences
COVID-19 pandemic
topic Clínica da atividade
Instrução ao sósia
Trabalho do professor
Ciências ambientais
Pandemia COVID-19
Clinic of activity
Instruction to the Double
Teacher's work
Environmental sciences
COVID-19 pandemic
description The reflection and mutual analysis with the faculty about their work is essential for the maintenance of the health and production of these subjects, transforming itself in the strengthening of the collectives and in the improvement of the dynamic teaching process. Thinking about such issues, this research had as theoretical and methodological reference the concepts of work ergonomics and the Clinic of activity developed by Yves Clot (2005, 2007, 2010a, 2010b, 2017) and Daniel Faïta (2002, 2004), being the method used the Instruction to the Double (ODDONE, 2008; CLOT, 1999, 2007, 2010; ROGER, 2007, 2013). The objective was to co-analyze the activity and the transformations of the teachers' activity under the eyes of the workers themselves during the suspension period of in-person classes due to the COVID-19 pandemic. Through the analyzes, we demonstrated that the teachers participating in the research found the occurrence of adaptations and replacements in the work organization after the suspension of the face-to-face classes, in order to transform the teaching activity during the pandemic remote education. Several reasons led to the transformations, with interaction being the most cited theme during the discussions, either as a source of impediments and/or overcoming the prescribed and planned works, subdivided into: human interactions as well as didacticpedagogical, and didactic-technological promoting workers' health and also as psychological learning tools. Regarding human interactions, we identified that, although both networks have adhered to remote education, in general and unlike the private sector, teachers from the municipal and state public systems have not had synchronous communication with their students, resulting in little or no interaction with them and the other members of the school community. We observed in the didactic-pedagogical interactions that there were adaptations of the plans by the teachers of the private system and exchanges and/or deletions of the plans for teachers of the public network. In didactic-technological interactions, there were transformations both in material artifacts, through the mandatory use of digital media, and in symbolic artifacts, with the transformation inversely proportional to the superior frequency with which the prescriptions were replaced and the shorter time teachers had to rework them. We identified an increase in the frequency of changes in prescriptions and the consequent decrease in previous interaction with them. In addition, an increase in bureaucratic tasks and a decrease in the necessary time of interaction for learning the new didactic-technological instruments reported as the main interactions that decrease the teachers' power to act; while the contact with work groups makes it possible to increase the power to act and, consequently, promoting the faculty members health. The interactions acted as psychological instruments mainly through work groups, which became spaces for collective and individual formation or self-training. Due to the lack of time to complete the implementation and implement faculty processes, we found that teachers throughout the pandemic remote education carried out “regulatory activities” (LIMA, 2010, 2016) or, as we specified for this professional genre, regulatory teaching activities.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-27
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://periodicos.ufmg.br/index.php/trabedu/article/view/37519
10.35699/2238-037X.2022.37519
url https://periodicos.ufmg.br/index.php/trabedu/article/view/37519
identifier_str_mv 10.35699/2238-037X.2022.37519
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/trabedu/article/view/37519/30546
https://periodicos.ufmg.br/index.php/trabedu/article/view/37519/30637
dc.rights.driver.fl_str_mv Copyright (c) 2022 Trabalho & Educação
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Trabalho & Educação
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Trabalho & Educação; Vol. 31 No. 1 (2022); 171-173
Trabalho & Educação; Vol. 31 Núm. 1 (2022); 171-173
Trabalho & Educação; Vol. 31 No 1 (2022); 171-173
Trabalho & Educação; v. 31 n. 1 (2022); 171-173
2238-037X
1516-9537
reponame:Trabalho & Educação (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
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instname_str Universidade Federal de Minas Gerais (UFMG)
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institution UFMG
reponame_str Trabalho & Educação (Online)
collection Trabalho & Educação (Online)
repository.name.fl_str_mv Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv assinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com
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