Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação
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/123456789/20752 |
Resumo: | This research, from an interpretative-qualitative nature and with exploratory objectives, was developed within the context of a municipal school in the city of Campina Grande - PB, having as corpus of analysis texts generated by the Elementary School teacher, through simple self-confrontation interviews (SSC), consisting of two phases - the second semester of 2014 and the first semester of 2015. The focus of these interviews was the work interpreted about the writing teaching-learning experiences lived by the teacher. Located in the field of Applied Linguistics and researches developed within the scope of the Study Group on Literacy, Interaction and Work (at Federal University of Paraíba) and supported by the theoretical-methodological contributions of Sociodiscursive Interactionism (SDI) (BRONCKART, 1999, 2006, 2008, MACHADO; BRONCKART, 2009), and also in the field of occupational health sciences (AMINGUES, 2004; SAUJAT, 2004), and the Clinic of Activity (CLOT, 2001; CLOT; FAÏTA, 2000, 2001; FAÏTA, 1997, 2002, 2004). The main purpose was to investigate which representations emerge from the research collaborator’s interpretation of her work on initial series and how they influence the reconfiguration of her work. In the analysis, we verified from the reading of the SSC interviews, in the discourses produced by the collaborating teacher, different thematic representations about her actions, around which we have chosen as categories of analysis: 1) Representation about the work with writing from the practical and theoretical point of view; 2) Representation on the methodological strategies adopted; and, finally, 3) Representation on the teaching context – conflicts experienced at work. Regarding the teacher's representations about her teaching practice, it is pertinent to retake Bronckart and Machado (2004), when they emphasize that human action cannot be humanly observable but can only be apprehended by the interpretations of its actants. Therefore, we can only identify the actions of workers when they interpret and evaluate their own actions from texts, especially the verbal ones. It was under these circumstances that the results of this thesis were constructed, considering the reflections and reconfigurations made by our collaborator. The results indicate that Clara’s representations of her work have been unveiled and constructed from the discourses and voices that, when crossed, revealed distinct phases of implications and autonomy, located into two discursive worlds, which follow her cognitive reflections – in which sometimes she distances herself from her work to describe her actions, whereas sometimes she gets closer to evaluate it from a practical and theoretical point of view. There is also the presence of the other [students] as a parameter in the development of her work and, therefore, her representations. In this way, the teacher's representations revealed enunciative forms that evaluate and at the same time constitute a formative action of her métier. |
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Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontaçãoInteracionismo SociodiscursivoCiências do TrabalhoTrabalho docenteRepresentação docenteAutoconfrontaçãoEscritaSociodiscursive InteractionismLabor SciencesTeaching representationSelfconfrontationWritingCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThis research, from an interpretative-qualitative nature and with exploratory objectives, was developed within the context of a municipal school in the city of Campina Grande - PB, having as corpus of analysis texts generated by the Elementary School teacher, through simple self-confrontation interviews (SSC), consisting of two phases - the second semester of 2014 and the first semester of 2015. The focus of these interviews was the work interpreted about the writing teaching-learning experiences lived by the teacher. Located in the field of Applied Linguistics and researches developed within the scope of the Study Group on Literacy, Interaction and Work (at Federal University of Paraíba) and supported by the theoretical-methodological contributions of Sociodiscursive Interactionism (SDI) (BRONCKART, 1999, 2006, 2008, MACHADO; BRONCKART, 2009), and also in the field of occupational health sciences (AMINGUES, 2004; SAUJAT, 2004), and the Clinic of Activity (CLOT, 2001; CLOT; FAÏTA, 2000, 2001; FAÏTA, 1997, 2002, 2004). The main purpose was to investigate which representations emerge from the research collaborator’s interpretation of her work on initial series and how they influence the reconfiguration of her work. In the analysis, we verified from the reading of the SSC interviews, in the discourses produced by the collaborating teacher, different thematic representations about her actions, around which we have chosen as categories of analysis: 1) Representation about the work with writing from the practical and theoretical point of view; 2) Representation on the methodological strategies adopted; and, finally, 3) Representation on the teaching context – conflicts experienced at work. Regarding the teacher's representations about her teaching practice, it is pertinent to retake Bronckart and Machado (2004), when they emphasize that human action cannot be humanly observable but can only be apprehended by the interpretations of its actants. Therefore, we can only identify the actions of workers when they interpret and evaluate their own actions from texts, especially the verbal ones. It was under these circumstances that the results of this thesis were constructed, considering the reflections and reconfigurations made by our collaborator. The results indicate that Clara’s representations of her work have been unveiled and constructed from the discourses and voices that, when crossed, revealed distinct phases of implications and autonomy, located into two discursive worlds, which follow her cognitive reflections – in which sometimes she distances herself from her work to describe her actions, whereas sometimes she gets closer to evaluate it from a practical and theoretical point of view. There is also the presence of the other [students] as a parameter in the development of her work and, therefore, her representations. In this way, the teacher's representations revealed enunciative forms that evaluate and at the same time constitute a formative action of her métier.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta pesquisa de tese, de caráter qualitativo-interpretativista e com objetivos exploratórios, foi desenvolvida no contexto de uma escola municipal do município de Campina Grande – PB, tendo como corpus de análise textos gerados por uma professora do Ensino Fundamental, mediante entrevistas de Autoconfrontação Simples (ACS), constituídas em duas etapas – segundo semestre de 2014 e primeiro semestre de 2015. O foco dessas entrevistas foi o trabalho interpretado sobre as experiências de ensino-aprendizagem com a escrita vivenciadas pela professora. Situada no campo da LA, e associada às pesquisas desenvolvidas no âmbito do Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT/UFPB). Esta investigação está amparada nos aportes teóricos-metodológicos do Interacionismo Sociodiscursivo (ISD) (BRONCKART, 1999, 2006, 2008; MACHADO; BRONCKART, 2009) e das Ciências do Trabalho, mais especificamente, das Ciências da Ergonomia da Atividade (AMIGUES, 2004; SAUJAT, 2004), e da Clínica da Atividade (CLOT, 2001; CLOT; FAÏTA, 2000, 2001; FAÏTA, 1997, 2002, 2004), e teve como objetivo investigar que representações emergem da interpretação da professora colaboradora da pesquisa sobre seu trabalho em anos iniciais e como elas influenciam a reconfiguração do seu trabalho. Na análise, verificamos, a partir da leitura das entrevistas de Autoconfrontação Simples (ACS), nos textos-discursos produzidos pela professora colaboradora, diferentes representações temáticas sobre suas ações, em torno das quais elegemos como categorias de análise: 1) Representação sobre o trabalho com a escrita do ponto de vista prático e teórico; 2) Representação sobre as estratégias metodológicas adotadas; e, por fim, 3) Representação sobre o contexto de ensino – conflitos vivenciados no trabalho. Sobre as representações da professora acerca do seu agir docente, é pertinente retomar Bronckart e Machado (2004), quando destacam que o agir humano não pode ser observável diretamente, mas só pode ser apreendido pelas interpretações de seus actantes. Logo, só podemos identificar as ações dos trabalhadores quando eles interpretam e avaliam suas próprias ações a partir de textos, sobretudo, os verbais. Os resultados construídos, considerando as reflexões e as reconfigurações feitas por nossa colaboradora Clara, indicam que as representações da professora sobre seu trabalho foram sendo desveladas e construídas a partir dos discursos e das vozes que, ao se cruzarem, revelaram fases distintas de implicações e autonomia, situadas em dois mundos discursivos, o do expor e o do narrar, os quais acompanham suas reflexões cognitivas – em que ora ela se distancia do seu trabalho para descrever suas ações e ora retoma para avaliá-lo do ponto de vista prático e teórico. Há também a presença do outro [alunos] como parâmetro no desenvolvimento do seu trabalho e, por conseguinte, de suas representações. Desse modo, as representações da professora revelaram formas enunciativas que avaliam e, ao mesmo tempo, constituem uma ação formativa de seu métier.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBPereira, Regina Celi Mendeshttp://lattes.cnpq.br/5160922992921094Santos, Joelma da Silva2021-08-16T15:49:57Z2021-02-172021-08-16T15:49:57Z2017-06-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/20752porhttp://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:UFPB2022-08-10T10:46:23Zoai:repositorio.ufpb.br:123456789/20752Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-10T10:46:23Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
title |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
spellingShingle |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação Santos, Joelma da Silva Interacionismo Sociodiscursivo Ciências do Trabalho Trabalho docente Representação docente Autoconfrontação Escrita Sociodiscursive Interactionism Labor Sciences Teaching representation Selfconfrontation Writing CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
title_full |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
title_fullStr |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
title_full_unstemmed |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
title_sort |
Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação |
author |
Santos, Joelma da Silva |
author_facet |
Santos, Joelma da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pereira, Regina Celi Mendes http://lattes.cnpq.br/5160922992921094 |
dc.contributor.author.fl_str_mv |
Santos, Joelma da Silva |
dc.subject.por.fl_str_mv |
Interacionismo Sociodiscursivo Ciências do Trabalho Trabalho docente Representação docente Autoconfrontação Escrita Sociodiscursive Interactionism Labor Sciences Teaching representation Selfconfrontation Writing CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Interacionismo Sociodiscursivo Ciências do Trabalho Trabalho docente Representação docente Autoconfrontação Escrita Sociodiscursive Interactionism Labor Sciences Teaching representation Selfconfrontation Writing CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This research, from an interpretative-qualitative nature and with exploratory objectives, was developed within the context of a municipal school in the city of Campina Grande - PB, having as corpus of analysis texts generated by the Elementary School teacher, through simple self-confrontation interviews (SSC), consisting of two phases - the second semester of 2014 and the first semester of 2015. The focus of these interviews was the work interpreted about the writing teaching-learning experiences lived by the teacher. Located in the field of Applied Linguistics and researches developed within the scope of the Study Group on Literacy, Interaction and Work (at Federal University of Paraíba) and supported by the theoretical-methodological contributions of Sociodiscursive Interactionism (SDI) (BRONCKART, 1999, 2006, 2008, MACHADO; BRONCKART, 2009), and also in the field of occupational health sciences (AMINGUES, 2004; SAUJAT, 2004), and the Clinic of Activity (CLOT, 2001; CLOT; FAÏTA, 2000, 2001; FAÏTA, 1997, 2002, 2004). The main purpose was to investigate which representations emerge from the research collaborator’s interpretation of her work on initial series and how they influence the reconfiguration of her work. In the analysis, we verified from the reading of the SSC interviews, in the discourses produced by the collaborating teacher, different thematic representations about her actions, around which we have chosen as categories of analysis: 1) Representation about the work with writing from the practical and theoretical point of view; 2) Representation on the methodological strategies adopted; and, finally, 3) Representation on the teaching context – conflicts experienced at work. Regarding the teacher's representations about her teaching practice, it is pertinent to retake Bronckart and Machado (2004), when they emphasize that human action cannot be humanly observable but can only be apprehended by the interpretations of its actants. Therefore, we can only identify the actions of workers when they interpret and evaluate their own actions from texts, especially the verbal ones. It was under these circumstances that the results of this thesis were constructed, considering the reflections and reconfigurations made by our collaborator. The results indicate that Clara’s representations of her work have been unveiled and constructed from the discourses and voices that, when crossed, revealed distinct phases of implications and autonomy, located into two discursive worlds, which follow her cognitive reflections – in which sometimes she distances herself from her work to describe her actions, whereas sometimes she gets closer to evaluate it from a practical and theoretical point of view. There is also the presence of the other [students] as a parameter in the development of her work and, therefore, her representations. In this way, the teacher's representations revealed enunciative forms that evaluate and at the same time constitute a formative action of her métier. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-06-06 2021-08-16T15:49:57Z 2021-02-17 2021-08-16T15:49:57Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/20752 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/20752 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
dc.source.none.fl_str_mv |
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 |
reponame_str |
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) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842979166486528 |