O Programa de Residência Pedagógica e as representações construídas nos e pelos textos : um estudo a partir do diálogo entre o interacionismo sociodiscursivo e as ciências do trabalho

Abstract

Situated in the theoretical-methodological perspective of teaching work, developed within the scope of the Brazilian Applied Linguistics on the end of the 20th century, this research aims at investigating the representations on teaching work built in texts from the Pedagogical Residency Program (PRP). In this study, the institutional texts, and texts from interviews after the task were taken as data (BRONCKART; GROUPE LAF, 2004; BRONCKART, 2008b). The first call notice to present PRP proposals (CAPES 02/2018) and a regulatory Ordinance of the program (G GAB Ordinance No. 259/2019) are the institutional texts in analysis. Simple (ACS) and crossed (ACC) self-confrontations interviews, in which a preceptor and three residents of a Portuguese Language subproject of the PRP participated, at the Universidade Estadual da Paraíba (UEPB), are the texts of the second set mentioned. The analysis of this data had as specific goals: a) identify the representations about the PRP and on the work of preceptors and residents built in the institutional texts; b) analyze the representations on teaching work of Portuguese language, built by the preceptor and the three residents in texts resulting from ACS and ACC; e c) discuss the implications of identified representations, in the institutional texts and self-confrontations texts, for the theoretical-methodological discussion on teacher education. The theoretical framework of this study is presented in three moments. The first moment is designed to present two concepts from Applied Linguistics – teaching work and socio-professional in-betweenness – and five definitions from the Activity Clinic and the Ergonomics of Activity – genres of activity, style, appropriation, stylization, and power of acting. The second moment is intended to present the theoretical-methodological framework of the Socio-discursive Interactionism developed for the study of representations built in the and by texts. In the third, the methodological framework of self-confrontation is evidenced. The results of the analysis of the two institutional texts are: i) the PRP is represented as a pre-service teacher education program; ii) initially understood as an action, on an individual basis, the PRP has subsequently gained out of an activity, of a collective nature; iii) the objectives of the PRP, that they are confused with those of the Institutional Program of Teaching Initiation (PIBID), are in the process of forming; and iv) the resident is understood as a beneficiary of this activity of the National Policy for Basic Education Personnel Training and the preceptor, and someone who participates in tasks related to the organization and management of the subproject and teaching-learning tasks of the métier. The analysis of fragments of ACS and ACC was structured in two categories: representations on the teacher-student relationship; and the representations on the teacher-artifact relationship. The analysis of the theme content and modalizations, voices and action figures, in these fragments, revealed as the use of the methodological framework of self-confrontation made possible, both to the preceptor and residents, reorganization and redefinition of representations, which can be considered an indication of development. Based on the analyses, this research defends that the PRP is reformed, in view of becoming a space that, in the socio-professional in-betweenness, promote, in an integrated manner, pre-service and in-service teacher education, and that the (co)analysis of work, involving pre-service and Basic Education teachers, can be employed, in this space, as a way to enhance the development of all teachers involved.