O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/19523 |
Resumo: | This doctoral research aims to analyze the supervised internship of Letters as a social practice of literacy and privileged space for training and professional development, from the analysis of the representations that emerge in texts/discourses (internship reports and interviews) produced by the main actors, (trainee teacher, teacher trainer and supervising teacher). Situated in the interpretative and qualitative paradigm, the current study is aligned with the Brazilian Applied Linguistics of a transdisciplinary nature, as it is committed to the training of future teachers, its socio-professional development and and with the understanding of the initial formation specificities of the language teacher, in order to give visibility to its different dimensions. To this end, we mobilized the following theoretical-methodological framework: i) Literacy Studies, based on contributions from Kleiman (2005; 2006; 2016), Kleiman and Reichmann (2012), Reichmann (2015; 2016), Valsechi (2016); ii) the investigations carried out within the Sociodiscursive Interactionism (SDI) scope, among them, Bronckart (1999; 2006; 2008; 2009), Bronckart and Machado (2004), Machado (2007; 2009), Machado and Bronckart (2009); iii) the contributions of Ergonomics and Clinic of Activity, in particular, the research of Clot ([1999] 2007), Faïta (2002), Amigues (2004), Saujat (2004). Thus, a case study was conducted from four internship reports produced by an intern over the two years of internship, as well as three semi-structured interviews conducted with a triad (trainee teacher, supervising teacher and teacher trainer). Forty-two (42) excerpts from the internship reports and twenty-six (26) excerpts from the interviews based on textual analysis were analyzed (BRONCKART, 1999), specifically focusing on the thematic content, belonging to the organizational level, and the modalizations, voices and person marks, belonging to the level of enunciative analysis. We conclude that the internship reports revealed the following representations: the supervised internship as a space of conflicts, negotiations and socio-professional development; the trainee teacher as the main link that unites the other actors involved (students, supervising teacher, principals, teacher trainer); supervising teachers as key actors in the process of linking and completion of the internships, which present different profiles and relationships with the teaching profession; the students, sometimes as a disinterested and undisciplined collective, sometimes belonging to classes that became the source of satisfaction and contentment for the trainee teacher; and the teacher's work, predominantly represented as a traditional pedagogical practice, since only one of the supervising teachers was cited as "interesting" and, regarding the future teacher, the description and analysis of the regencies themselves differed little from the practices of the supervising teachers observed, revealing a complex movement of denial and adherence to the observed teaching models. Regarding the interviews, we found that the supervised internship of Letters course, UEPB/Campus III, goes beyond the fixed limits of a curriculum component by becoming a multidimensional space of formation, since multiple social identities, knowledge and practices mobilized from different spheres converge on it, building a thick web which sustains one of the most conflicting and challenging moments of initial formation. In this sense, the internship was constituted as a literate social practice in which its actors act discursively establishing spaces of formation, investigation, intervention, which are in a continuous process of (re) construction. |
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O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docenteEstágio supervisionadoPráticas de letramentoRepresentaçõesInteracionismo sociodiscursivoCiências do trabalhoSupervised internshipLiteracy practicesRepresentationsSociodiscursive interactionismLabor sciencesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThis doctoral research aims to analyze the supervised internship of Letters as a social practice of literacy and privileged space for training and professional development, from the analysis of the representations that emerge in texts/discourses (internship reports and interviews) produced by the main actors, (trainee teacher, teacher trainer and supervising teacher). Situated in the interpretative and qualitative paradigm, the current study is aligned with the Brazilian Applied Linguistics of a transdisciplinary nature, as it is committed to the training of future teachers, its socio-professional development and and with the understanding of the initial formation specificities of the language teacher, in order to give visibility to its different dimensions. To this end, we mobilized the following theoretical-methodological framework: i) Literacy Studies, based on contributions from Kleiman (2005; 2006; 2016), Kleiman and Reichmann (2012), Reichmann (2015; 2016), Valsechi (2016); ii) the investigations carried out within the Sociodiscursive Interactionism (SDI) scope, among them, Bronckart (1999; 2006; 2008; 2009), Bronckart and Machado (2004), Machado (2007; 2009), Machado and Bronckart (2009); iii) the contributions of Ergonomics and Clinic of Activity, in particular, the research of Clot ([1999] 2007), Faïta (2002), Amigues (2004), Saujat (2004). Thus, a case study was conducted from four internship reports produced by an intern over the two years of internship, as well as three semi-structured interviews conducted with a triad (trainee teacher, supervising teacher and teacher trainer). Forty-two (42) excerpts from the internship reports and twenty-six (26) excerpts from the interviews based on textual analysis were analyzed (BRONCKART, 1999), specifically focusing on the thematic content, belonging to the organizational level, and the modalizations, voices and person marks, belonging to the level of enunciative analysis. We conclude that the internship reports revealed the following representations: the supervised internship as a space of conflicts, negotiations and socio-professional development; the trainee teacher as the main link that unites the other actors involved (students, supervising teacher, principals, teacher trainer); supervising teachers as key actors in the process of linking and completion of the internships, which present different profiles and relationships with the teaching profession; the students, sometimes as a disinterested and undisciplined collective, sometimes belonging to classes that became the source of satisfaction and contentment for the trainee teacher; and the teacher's work, predominantly represented as a traditional pedagogical practice, since only one of the supervising teachers was cited as "interesting" and, regarding the future teacher, the description and analysis of the regencies themselves differed little from the practices of the supervising teachers observed, revealing a complex movement of denial and adherence to the observed teaching models. Regarding the interviews, we found that the supervised internship of Letters course, UEPB/Campus III, goes beyond the fixed limits of a curriculum component by becoming a multidimensional space of formation, since multiple social identities, knowledge and practices mobilized from different spheres converge on it, building a thick web which sustains one of the most conflicting and challenging moments of initial formation. In this sense, the internship was constituted as a literate social practice in which its actors act discursively establishing spaces of formation, investigation, intervention, which are in a continuous process of (re) construction.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta pesquisa tem como objetivo geral analisar o estágio supervisionado do curso de Letras, enquanto prática social de letramentos e espaço privilegiado de formação e desenvolvimento profissional, a partir da análise das representações que emergem nos textos/discursos (relatórios de estágio e entrevistas) produzidos pelos principais atores (professora-estagiária, professora-formadora e professora-supervisora). Situada no paradigma interpretativista e de natureza qualitativa, o presente trabalho está alinhado à Linguística Aplicada brasileira de cunho transdisciplinar, visto que tem compromisso com a formação dos futuros professores, seu desenvolvimento socioprofissional e com a compreensão das especificidades da formação inicial do professor de língua, a fim de dar visibilidade às diferentes dimensões que a constituem. Para tanto, mobilizamos o seguinte arcabouço teórico-metodológico: i) os Estudos do Letramento, a partir das contribuições de Kleiman (2005; 2006; 2016), Kleiman e Reichmann (2012), Reichmann (2015; 2016), Valsechi (2016); ii) as investigações desenvolvidas no âmbito do Interacionismo Sociodiscursivo (ISD), dentre elas, Bronckart (1999; 2006; 2008; 2009), Bronckart e Machado (2004), Machado (2007; 2009), Machado e Bronckart (2009); as contribuições da Ergonomia e da Clínica da Atividade, em especial, as pesquisas de Clot ([1999]2007), Faïta (2002), Amigues (2004), Saujat (2004). Sendo assim, foi realizado um estudo de caso a partir de quatro relatórios de estágio produzidos por uma estagiária ao longo dos dois anos de estágio, como também de três entrevistas semiestruturadas realizadas com uma tríade (professora-estagiária, professora-supervisora e professora-formadora). Foram analisados quarenta e dois (42) excertos dos relatórios de estágio e vinte e seis (26) excertos das entrevistas com base no folhado textual (BRONCKART, 1999), mais especificamente com enfoque no conteúdo temático, pertencente ao nível organizacional, e as modalizações, vozes e marcas de pessoa, pertencentes ao nível de análise enunciativo. Dessa forma, concluímos que os relatórios de estágio nos revelaram as seguintes representações: o estágio supervisionado como espaço de conflitos, negociações e desenvolvimento socioprofissional; a professora-estagiária como o principal elo que une os demais atores envolvidos (alunos, professor/a-supervisor/a, diretores, professora-formadora); os professores-supervisores como atores fundamentais no processo de vinculação e na realização dos estágios, os quais apresentam perfis e relações distintas com o ofício docente; os alunos, ora como um coletivo desinteressado e indisciplinado, ora por turmas que se tornaram a fonte de satisfação e realização para a professora iniciante; e o trabalho do professor representado predominante como prática pedagógica tradicional, visto que apenas uma das professoras-supervisoras foi citada como “interessante” e, no que tange à futura professora, a descrição e análise das próprias regências pouco diferiram das práticas dos professores-supervisores observados, revelando um movimento complexo de negação e adesão aos modelos de ensino observados. Com relação às entrevistas, constatamos que o estágio supervisionado do curso de Letras, UEPB/Campus III, extrapola os limites fixos de um componente curricular ao tornar-se um espaço de formação multidimensional, visto que nele convergem múltiplas identidades sociais, saberes e práticas mobilizadas a partir de esferas distintas, construindo uma teia espessa que sustenta um dos momentos mais conflitantes e desafiadores da formação inicial. Nesse sentido, o estágio constituiu-se enquanto prática social letrada em que seus atores agem discursivamente instaurando espaços de formação, investigação, intervenção, os quais estão em contínuo processo de (re)construção.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBReichmann, Carla Lynnhttp://lattes.cnpq.br/4704905649078465Farias, Luana Francisleyde Pessoa de2021-02-21T21:55:00Z2019-11-202021-02-21T21:55:00Z2017-02-20info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/19523porhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2021-08-10T19:37:41Zoai:repositorio.ufpb.br:123456789/19523Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2021-08-10T19:37:41Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
title |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
spellingShingle |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente Farias, Luana Francisleyde Pessoa de Estágio supervisionado Práticas de letramento Representações Interacionismo sociodiscursivo Ciências do trabalho Supervised internship Literacy practices Representations Sociodiscursive interactionism Labor sciences CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
title_full |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
title_fullStr |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
title_full_unstemmed |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
title_sort |
O estágio supervisionado do Curso de Letras: uma trama enredada pelas práticas de letramento e pelas representações do trabalho docente |
author |
Farias, Luana Francisleyde Pessoa de |
author_facet |
Farias, Luana Francisleyde Pessoa de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Reichmann, Carla Lynn http://lattes.cnpq.br/4704905649078465 |
dc.contributor.author.fl_str_mv |
Farias, Luana Francisleyde Pessoa de |
dc.subject.por.fl_str_mv |
Estágio supervisionado Práticas de letramento Representações Interacionismo sociodiscursivo Ciências do trabalho Supervised internship Literacy practices Representations Sociodiscursive interactionism Labor sciences CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Estágio supervisionado Práticas de letramento Representações Interacionismo sociodiscursivo Ciências do trabalho Supervised internship Literacy practices Representations Sociodiscursive interactionism Labor sciences CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This doctoral research aims to analyze the supervised internship of Letters as a social practice of literacy and privileged space for training and professional development, from the analysis of the representations that emerge in texts/discourses (internship reports and interviews) produced by the main actors, (trainee teacher, teacher trainer and supervising teacher). Situated in the interpretative and qualitative paradigm, the current study is aligned with the Brazilian Applied Linguistics of a transdisciplinary nature, as it is committed to the training of future teachers, its socio-professional development and and with the understanding of the initial formation specificities of the language teacher, in order to give visibility to its different dimensions. To this end, we mobilized the following theoretical-methodological framework: i) Literacy Studies, based on contributions from Kleiman (2005; 2006; 2016), Kleiman and Reichmann (2012), Reichmann (2015; 2016), Valsechi (2016); ii) the investigations carried out within the Sociodiscursive Interactionism (SDI) scope, among them, Bronckart (1999; 2006; 2008; 2009), Bronckart and Machado (2004), Machado (2007; 2009), Machado and Bronckart (2009); iii) the contributions of Ergonomics and Clinic of Activity, in particular, the research of Clot ([1999] 2007), Faïta (2002), Amigues (2004), Saujat (2004). Thus, a case study was conducted from four internship reports produced by an intern over the two years of internship, as well as three semi-structured interviews conducted with a triad (trainee teacher, supervising teacher and teacher trainer). Forty-two (42) excerpts from the internship reports and twenty-six (26) excerpts from the interviews based on textual analysis were analyzed (BRONCKART, 1999), specifically focusing on the thematic content, belonging to the organizational level, and the modalizations, voices and person marks, belonging to the level of enunciative analysis. We conclude that the internship reports revealed the following representations: the supervised internship as a space of conflicts, negotiations and socio-professional development; the trainee teacher as the main link that unites the other actors involved (students, supervising teacher, principals, teacher trainer); supervising teachers as key actors in the process of linking and completion of the internships, which present different profiles and relationships with the teaching profession; the students, sometimes as a disinterested and undisciplined collective, sometimes belonging to classes that became the source of satisfaction and contentment for the trainee teacher; and the teacher's work, predominantly represented as a traditional pedagogical practice, since only one of the supervising teachers was cited as "interesting" and, regarding the future teacher, the description and analysis of the regencies themselves differed little from the practices of the supervising teachers observed, revealing a complex movement of denial and adherence to the observed teaching models. Regarding the interviews, we found that the supervised internship of Letters course, UEPB/Campus III, goes beyond the fixed limits of a curriculum component by becoming a multidimensional space of formation, since multiple social identities, knowledge and practices mobilized from different spheres converge on it, building a thick web which sustains one of the most conflicting and challenging moments of initial formation. In this sense, the internship was constituted as a literate social practice in which its actors act discursively establishing spaces of formation, investigation, intervention, which are in a continuous process of (re) construction. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-02-20 2019-11-20 2021-02-21T21:55:00Z 2021-02-21T21:55:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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https://repositorio.ufpb.br/jspui/handle/123456789/19523 |
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https://repositorio.ufpb.br/jspui/handle/123456789/19523 |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nd/3.0/br/ |
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openAccess |
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Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
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Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
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Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842968885198848 |