A STUDY OF THE MODES OF ANALYSIS GIVEN BY TEACHERS DISCUSSING TEACHING SUBJECTS

• Autor(a) principal: Rafael de Góes, Maria Cecília
• Data de Publicação: 2012
• Outros Autores: Tunes, Elizabeth
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17082

This paper reports an investigation on the modes ofanalysis revealed in the discourse of a group of teachers, during a seriesof sessions for the discussion of teaching problems. The speech of teachers and coordinators (researchers) was categorised on the basis ofthree operations of analysis - to describe/narrate, characterise/conceptualise and to establish relationships - and with reference to thecentral components of the pedagogical situation - the pupil, the object ofknowledge and the teaching conditions. The findings showed that, in theteachers speech, the operation describe/narrate was predominant, whilethe other two operations appeared in a low proportion. The teachersanalysis had the pupil as the more frequent target; the teaching conditionswere less frequently referred, and the object of knowledge was, ingeneral, mentioned only as a result of induction by the coordinators. Thedata of the coordinators speech indicate that, while questioning, thedistribution of their operations mirrored that of the teachers, but, whilemaking statements, their operations displayed a different pattern, with asuperiority of characterise/conceptual and establish relationships. In thediscussion of the findings, we attempted to identify the characteristics ofthe interlocution situation which could have hindered the emergence, inthe teachers discurse, of more complex modes of analysis and of asubstantial change in conceptions.