UMA ANÁLISE SOBRE O TRABALHO REAL REPRESENTADO EM RELATÓRIOS DE ESTÁGIO DE UMA LICENCIANDA EM LETRAS INGLÊS

Abstract

In a common sense view, teacher´s work is often perceived as observable classroom practices. This simplistic perception about teaching leads to the belief that teacher´s work is a kind of mission or inherited gift, which erases the complexity of teaching as work (MACHADO, 2004). Along these lines, the main objective of this piece of research is to analyse the real work represented in three internship reports produced by an undergraduate student in the Letters-English program at UFPB. The presente study is aligned to the qualitative reseach paradigm and to the teacher-researcher perspective, according to Bortoni Ricardo (2008) and Minayo (2001). Grounded on the internship reports written by a university student (i.e. myself, the teacher researcher), teacher´s work will be problematized, so as to discuss the notion that teaching practices transcend what is actually observable in the classroom. The theoretical frameworks of the Labor Sciences, in special the concept of real work (CLOT, 2007, and of French Ergonomics and the constitutive elements of work – i.e. prescriptions, work rules, collectives and tools - will be employed, enabling the identification of traces signaling the complexity of a novice teacher´s work. The notion of the iceberg analogy for real work (MEDRADO, 2017) will also be discussed. Fifteen excerpts will be analysed, selected from the three internship reports produced in the following field schools - Instituto dos Cegos da Paraíba Adalgisa Cunha, in 2019; Escola Cidadã Integral Dom José Maria Pires, in 2022; and Centro de Línguas Estrangeiras de João Pessoa, in 2022. The analysis of real work represented in the reports suggests that it is constituted mainly by impediments related to prescriptions such as time, the lesson plan, and blindness, as well as the tool music, for example. In sum, developing this study enabled the analysis of a novice teacher´s work by means of a distanced perspective, thus forging the understanding that it is not always due to a lack of knowledge or experience that a teacher cannot do what was planned: unpredictable events are inherent to teacher´s work.