A (co)construção formativa no estágio supervisionado: reconfigurando práticas de ensino com a reescrita

• Autor(a) principal: Cavalcanti, Iara Francisca Araújo
• Data de Publicação: 2015
• 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/123456789/25186
• topic: Interacionismo sociodiscursivo; Trabalho docente; Formação inicial; Interação professor/aluno(s); Socio-discursive interactionism; The teacher‟s work; Initial training; Teacher-student interaction; l'interactionnisme socio-discursif; Travail enseignant; Formation initiale; Intéraction enseignant /élève (s); CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The principal objective of this thesis is to investigate the effects of the process of collaborative training in the teaching practices of teachers of the Portuguese language in the initial phase of training. In order to do this, we focus on work which is planned, undertaken and interpreted, corresponding to the three stages constituting the component Supervised Teaching Practice II. Our object of analysis is language as to how and about the work, seeking to verify how the appropriation of theoretical and methodological knowledge occurs and the types of interaction between the teacher and the student (s), and through these means, to identify to whom the responsibilities of the teaching procedures are attributed, and if these are being reshaped and re-planned. We also aim to show aspects which are representative of training, relating these to the role(s) undertaken by the teacher in charge of Supervised Teaching Practice, which is intended for teaching in schools. The analysis, which is interpretivist in character, is based on the theoretical and methodological concepts of SocioDiscursive Interactionism –SDI - as presented in the studies of Bronckart (1999/2004/2006), who conceives of language as a socio-communicative action and one of the principal factors responsible for the development of the human. The work of Vygotsky (1939/2005) has also provided the theoretical foundation for this work. Vygotsky considers the interaction between the teacher and the student as a possibility for a change in thought, through mediation, being responsible also for a change in action, understanding that the center of the teaching scheme between the teacher and the student has interactive processes as its focus. To analyze the collaborative and (co) participative processes of the teacher–trainer, we have utilized the concept of mediation proposed by Magalhães (1992a), and Liberali (1996) among others. Besides these authors, we have also had recourse to the theorists of Ergonomics (SAUJAT, 2002/2004, AMIGUES, 2002, 2004) and of the Activity Clinic (CLOT, 1999, and FAÏTA, 2002), this being a subject which studies the activity of teaching as work, according to the vision of the interactionist psychology of Vygotsky and the philosophy of Bakhtin. The research which has been carried out here utilizes the data generated in a Supervised Teaching (II) group majoring in the Portuguese language, from the Letras Course of UEPB. As a result of our research, we highlight the role undertaken by the teacher-trainer, who should not merely be a supervisor of the trainees‟ work, but an agent who (co)-participates in the planning of the work to be carried out by the trainees, providing moments for critical reflection about the teaching work which has been done, in order to allow the reshaping and re-planning of future tasks to be undertaken in supervised teaching practice.