“O QUE SE EXIGE DELE E O QUE ISSO EXIGE DELE.” Uma análise das prescrições do trabalho de professores recémegressos a partir da Instrução ao Sósia.

Abstract

Considering that the teaching work goes beyond planning classes and mastering techniques (MEDRADO, 2011) researchers investigate it as a situated, interpersonal and conflicting activity (MACHADO, 2007). We understand, then, that it is necessary to know the motives and intentions (MEDRADO, 2011) governing the actions of teachers. Focused on the work of two recently graduated teachers of the LetrasInglês course at the Federal University of Paraíba, our qualitative research seeks to investigate how two newly graduated teachers understand prescriptive instances in their teaching work. For such, we use as theoretical support researches that discuss the initial teacher training and its influence in the teaching practice, the teaching work and the relation between what is prescribed and accomplished (AMIGUES, 2004; PIMENTA E LIMA, 2006; MACHADO, 2007; MEDRADO, 2010; PÉREZ, 2011; 2014a; 2014b). We use the Instruction to the Double methodology (CLOT, 2007) to generate the data of our research. In the Instruction to the Double procedure, used at the Clinic of Activity, the worker, in our case the teacher, describes his work using as much detail as possible so that a look-alike takes his place without anyone noticing. Our analysis showed as prescriptive instances the school, the students, the parents of the students and the textbook, which make the teacher reflect on his practice and then act. Thus, the results point to the complex and sometimes unpredictable characteristic of teaching work.