Programas institucionais: espaços para a (re)construção de saberes de professoras formadoras sobre a inclusão

Abstract

The teaching activity has been the subject of several discussions in recent years, however we feel a lack of studies focusing on the work of the teacher-trainer. This study has as its main objective to investigate, through texts, the knowledge (re) constructed and mobilized by four trainers participating in a teaching initiation program and how they were more scathing to the point of making them to reframe the initial training space. The discussions are linked to the field of Applied Linguistics, within the scope of the research developed in the Grupo Agir de Linguagem, Docência e Educação Inclusiva (ALDEI / UFPB) and in the Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT / UFPB), involving the theoretical-methodological framework of Sociodiscursive Interactionism - SDI (BRONCKART, 1999; 2006; 2008) in dialogue with the Labor Sciences (CLOT, 2010) and the Teaching Knowledge (TARDIF, 2014). The generation of data from this interpretative research was carried out through interviews with four teacher-trainers from the Universidade Federal da Paraíba (UFPB) who acted as coordinators of the Programa Institucional de Bolsas e Iniciação à Docência (PIBID). In the data analysis, we used the theoretical contribution of the SDI, most notably, the indices of people and the voices. Based on linguistic materiality, the analysis was organized based on the following thematic contents: (self) reflection on being a trainer / teacher, the work group and (re)construction of knowledge related to inclusive attitudes. The main results point to a (re)significance of teaching action through a direct contact with the school that provided the construction of teaching knowledge meaningful to the practice of these teachers. This evidence indicates that the scenario enabled by PIBID has promoted experiences to raise awareness of ethical responsibility in the face of the demand for inclusion.