O protagonismo de professores de língua portuguesa: uma análise do agir docente em contexto de ensino médio

Abstract

Given the complexity that the teacher’s work presents and the numerous interferences that need to be circumvented in order to carry out the pedagogical practice, this thesis has as main objective to investigate how teachers, from the movements of renormalization of what is prescribed and standardized, understand the construction of their atoriality. In other words, throughout this study, we seek to discuss and analyze how the teaching role becomes evident for teachers who daily need to rethink and reformulate their actions and, still, authenticate their classes with a signature that validates the uniqueness of their professional style. Therefore, this research is methodologically anchored in a qualitative-interpretative approach, which allowed us to interpret in a situated way the data generated by two Portuguese language teachers who work in high school, in public schools of the State of Paraíba. The instrument chosen for data generation was the semi-structured interview, as it is a means of reflection, when conducted and articulated properly without major interruptions. As for the basis of the discussions regarding the theoretical chapters of this thesis, we initially sought, after the introductory chapter, to guide the reader to the knowledge of the basic principles of Applied Linguistics (henceforth LA) presented especially by Moita-Lopes (2006, 2009, 2013), Miller (2013), Pennycook (2006), Rojo (2006) among others, which support the ethical and situated posture adopted in this study. Furthermore, concerning the discussion on the rational development of human language and the process of materialization of representations (objective, social and subjective) constructed by the subjects in relation, mainly, to their action, we base ourselves on the theoretical and methodological assumptions of Sociodiscursive Interactionism (henceforth ISD), through the contributions of Bronckart (1999, 2006, 2008), Machado and Bronckart (2009). As for the dialogue established about teaching as work and the internal and external interferences that involve it, we use the contributions of the Work Sciences, more precisely Ergonomics and Clinic of Activity (CLOT, 2007, 2010, 2016; MACHADO, 2007; BUENO, 2007, 2013; SCHWARTZ, 2002, 2011). With regard to the results, the analysis of the texts/discourses produced by our collaborators ratified what we have discussed throughout this study in respect of the specificities of the High School context, which constitute a challenging reality for the teacher to amidst so many prescriptive demands. We also identified a series of factors signaled by teachers during movements to renormalize prescribed work, and how much this directly affects work productivity and the constitution of the uniqueness of their professional style. In addition, we found that the reflections promoted during the dialogue with the collaborators evidenced a re-theorization of the role of their actions, as well as their representations about a singular action, thus pointing to an awareness relating to the construction of a teaching role.