As (re)configurações sobre o trabalho docente em relatórios de estágio

Abstract

This study aims to discuss the teacher process of education and the construction of (re)configurations about the teacher s work in reports, produced by prospective teachers, in a discipline Teaching Practice in Portuguese Language, undergraduate Letters students at a public university in Paraíba, northeastern Brazil, in 2006. The theoretical-methodological framework of this research is based on the Sociodiscursive interactionism (ISD), as presented by Bronckart (1997, 1999, 2004, 2006). Besides this main theoretical framework, this study was also based on other theoretical frameworks: the Activity-Clinic (Clot, 1999; Clot, 2001; Clot et al., 2001) and the Activity Ergonomy (Amigues, 2004; Saujat, 2004). The interpretative analysis highlights the most salient (re)configurations in the reports made by trainee teachers. As analysis procedures, we examine in each text its wider production context; internal questions organization, enunciative marks and semantic characteristics in the organization and interpretation of acting in the work, adopting as analysis categories the constituent elements of action as per the model projected by Bronckart (1997, 1999) and reviewed by Machado (2009). Results show that native language teachers´ work is represented as an interactive, instrumental and mental activity, which involves motive, intention and capacity. It is a work above all subject to evaluations, which focus mainly on the way to act the actants involved in conducting the activities. The study shows therefore the need to observe the various dimensions that involve the work of the teacher who is in the process of formation.