A (re)construção da identidade docente no percurso estagiária - professora iniciante de língua portuguesa

• Autor(a) principal: Sant'ana, Tatiana Fernandes
• Data de Publicação: 2016
• 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/123456789/15536
• topic: Interacionismo sociodiscursivo; Ciências do trabalho; Trabalho representado; Professora iniciante; Identidade docente; Sociodiscursive interacionism; Labour sciences; Represented work; Beginning teacher; Teacher‟s identity; Soziodiskursive interaktionismus; Arbeitswissenschaften.; Vorgestellte werke.; Anfänger lehrerin.; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

Anchored in Applied Linguistics, this study investigates the identity (re) construction of a beginning teacher who is in her first years of teaching, leaving the academy as an intern and entering in basic education as a regular teacher. For developing this study, some theoretical contributions are fundamental: Huberman (1995), Garcia (1999) and Tardif ([2002] 2014) discuss about the first years of teaching; Pimenta and Lima (2009), Barreiro and Gebran (2009) and Pimenta (2011) emphasize the supervised internship and the "reality shock" experienced by the teacher at the beginning of a teaching career; Hall ([1992] 2014) considers the identity in a postmodern approach as volatile, multi-faceted and gradually built up, according to each situation; Bronckart (1999), Bronckart & Machado (2004) and Machado & Bronckart (2009) discuss about the Sociodiscursive Interacionism (SDI) and the influences of Labour Sciences; and Machado et. al. (2009), Amigues (2004) and Clot (1999, 2010) report about the teacher‟s act, conflicts and constraints experienced in the workplace. Based on these contributions, we have carried out a case study (André, 1995) for four consecutive semesters with one participant, a beginning teacher who produced two reflective reports (R01 and R02) and participated in a simple Self-Confrontation session (ACS), in which she reflects on her represented or interpreted work (MACHADO, 2007), rebuilds her actions, both at the individual and collective levels. This reconstruction takes place from the moment that she is as an intern, trying to manage a high school class, until she takes over this and other classes as a regular teacher. The results reveal a difficulty that is beyond the need for subject matter‟s domain, but that points to the conflicts established with herself, with the object - the teaching of Portuguese language - and especially with others - the students. These conflicts are identified through modalization and person deictics, progressively evident in the constituent objects of the teaching activity in the early years of their professional activities. Therefore, the identity of this teacher is configured as: in 2012.1, a follower of prescriptions, previously defined in the academy, with her guiding teacher; in 2012.2, an advocate of métier rules? (for instance, filling the class diary) to try to impose herself in the classroom as a professional; lastly, in 2013.2, a grieving, disrespected teacher, without any support to contain the established indiscipline and student‟s disinterest in the subjects.