O prisma da (trans)formação dos engenheiros-professores: hibridismo dos gêneros da atividade, saberes e identidades

Abstract

In the Brazilian universe of the Federal Institutes of Education, Science and Technology, the engineer-teacher appears as the main actor of this thesis in Applied Linguistic (LA), that looks forward to understanding how that professional acts in a world different from his/her academic backgrounds, whose request for specific and complementary knowledge and identities question their beliefs, thoughts and ways of acting that were built in the Engineering Course. The entrance in the teaching context is the starting point in this qualitative-interpretive and ethnographic basis research, which aims at analyzing the established relation among the hybridity of genres of activity, teacher’s knowledge, identity representations, pedagogical education and teacher action of the engineer-teachers from the Federal Institute of Education, Science and Technology of Paraiba (IFPB). In order to understand that environment, I was based on the Sociodiscursive interactionism assumptions (BRONCKART, 2006, 2008, 2012 [1999]), the studies of human development (VYGOSTKY, 2007 [1984]; 2008 [1987]), the conception of genres of activity proposed by the Clinic of Activity (CLOT, 2007, 2010), the identity constructions (BAUMAN, 2005, 2014 [2001]; BOURDIEU, 1997; ELIAS, 1994a, 1994b; HALL, 2014[1992]), the professional identity (DUBAR, 2009), the (re)reading of teacher’s knowledge (TARDIF, 2013) and the four elements of work (AMIGUES, 2004). The analyzed textual corpus was produced by three engineer-teachers and two pedagogues during a meeting of the Education and Professional Update Commission (CEAP) in the IFPB campus Cajazeiras. The analyses mobilize four linguistic categories of the textual architecture from the Sociodiscursive Interactionism (SDI): the thematic contents, voices, modalizations and personal markers. The main results reveal the hybridity of genres of activity, pointing out the three tools’ natures (technical, didactic and hybrid), which demonstrate the dialogue between the collective memory from Engineering and the collective memory from Teaching. In the texts produced by our five collaborators, I identified the movement of the engineer-professor knowledges that organizes their teaching actions and performs a fundamental role in their identity construction. It is also important to notice the dialogue between the Human and the Technical Areas in this technical and technological context in the IFPB