O agir docente revelado em relatórios de estágio supervisionado: uma análise interacionista sócio discursiva do trabalho de professores iniciantes

Abstract

The present work intends to analyze how the teaching act (BRONCKART, 2004, 2006, 2009; MACHADO, 2004, 2009) is represented in supervised internship reports produced by beginning teachers in the internship of an English Language Course, distance learning modality. The foundation is based on the theoretical and methodological assumptions of Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2009), a theoreticalmethodological construct of an interdisciplinary nature that grants action and language a fundamental role for human development; and French Ergonomics (AMIGUES, 2004, CLOT, 1999; MACHADO, 2004, 2007), a science that investigates work activity based on Vigostki's principles of Social Interactionism and Bakhtin's studies. In the methodology, we present the data collected in a long-distance English Language course, consisting of four reports produced for the discipline of Supervised Internship II. Thus, the present work constitutes a documentary research with a qualitative approach. As analysis procedures, we describe the context of production of these texts, the constituent elements of the Semantics of Acting (BRONCKART & MACHADO, 2004, 2009) and the types of acting (BRONCKART & MACHADO, 2004; MAZZILLO, 2006). The results revealed that the work of beginner english language teachers is represented, in the analyzed reports, through external determinants, motives, purposes, intentions, tools and capacities that reveal characteristics and aspects related to the dimensions of the actants' activity. The analysis of the types of action, in turn, showed the language actions that circumscribe the profession of teachers.