O ESTÁGIO SUPERVISIONADO EM LÍNGUA INGLESA NO INSTITUTO DOS CEGOS DA PARAÍBA: REFLEXÕES SOBRE O REAL DA ATIVIDADE POR MEIO DA AUTO-OBSERVAÇÃO

Abstract

Grounded on Labor Sciences (CLOT & FAITA, 2000), this study aims to investigate EFL student-teacher work, in special, an intern seeking to understand aspects which emerge via self-observation of a taped class at the Instituto dos Cegos da Paraíba Adalgisa Cunha. The research method consists of the above mentioned taped class, which was then discussed by means of student teacher self-observation, thus generating the corpus, i.e. the video transcript (ROCHA, 2017). In order to achieve the objective, the concepts of task and activity (SOUSA e SILVA, 2004) were discussed, as well as prescribed, accomplished and real work (CLOT, 2007). Therefore, in order to understand teacher's work, it is necessary to consider the invisible dimension of teaching, the real of activity (CLOT, 2007; LOUSADA, 2004), accessible, for example, through the aforementioned self-observation process. Adopting a qualitativeinterpretative paradigm, the analysis addresses themes which were revealed on selfobservation, that is, thought-provoking themes and subthemes that most impacted the intern teacher, in terms of aspects which can trigger teacher change in the context of teaching visually impaired language learners. Results suggest that aspects which were unveiled include material adaptation, and care with body conduct (touch, voice), in line with Dantas (2010, 2014). To conclude, in dialogue with the research questions, resignifications resulting from self-observation were presented, highlighting the fact that teacher change can further impact future students and inclusive education.