Representações docentes sobre o ensino da escrita: uma experiência com a autoconfrontação

Abstract

This research, from an interpretative-qualitative nature and with exploratory objectives, was developed within the context of a municipal school in the city of Campina Grande - PB, having as corpus of analysis texts generated by the Elementary School teacher, through simple self-confrontation interviews (SSC), consisting of two phases - the second semester of 2014 and the first semester of 2015. The focus of these interviews was the work interpreted about the writing teaching-learning experiences lived by the teacher. Located in the field of Applied Linguistics and researches developed within the scope of the Study Group on Literacy, Interaction and Work (at Federal University of Paraíba) and supported by the theoretical-methodological contributions of Sociodiscursive Interactionism (SDI) (BRONCKART, 1999, 2006, 2008, MACHADO; BRONCKART, 2009), and also in the field of occupational health sciences (AMINGUES, 2004; SAUJAT, 2004), and the Clinic of Activity (CLOT, 2001; CLOT; FAÏTA, 2000, 2001; FAÏTA, 1997, 2002, 2004). The main purpose was to investigate which representations emerge from the research collaborator’s interpretation of her work on initial series and how they influence the reconfiguration of her work. In the analysis, we verified from the reading of the SSC interviews, in the discourses produced by the collaborating teacher, different thematic representations about her actions, around which we have chosen as categories of analysis: 1) Representation about the work with writing from the practical and theoretical point of view; 2) Representation on the methodological strategies adopted; and, finally, 3) Representation on the teaching context – conflicts experienced at work. Regarding the teacher's representations about her teaching practice, it is pertinent to retake Bronckart and Machado (2004), when they emphasize that human action cannot be humanly observable but can only be apprehended by the interpretations of its actants. Therefore, we can only identify the actions of workers when they interpret and evaluate their own actions from texts, especially the verbal ones. It was under these circumstances that the results of this thesis were constructed, considering the reflections and reconfigurations made by our collaborator. The results indicate that Clara’s representations of her work have been unveiled and constructed from the discourses and voices that, when crossed, revealed distinct phases of implications and autonomy, located into two discursive worlds, which follow her cognitive reflections – in which sometimes she distances herself from her work to describe her actions, whereas sometimes she gets closer to evaluate it from a practical and theoretical point of view. There is also the presence of the other [students] as a parameter in the development of her work and, therefore, her representations. In this way, the teacher's representations revealed enunciative forms that evaluate and at the same time constitute a formative action of her métier.