Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação

Detalhes bibliográficos
Autor(a) principal: Santos, Joelma da Silva
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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spelling 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
dc.rights.driver.fl_str_mv 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
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv 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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