O agir do aluno de ensino médio de uma escola pública do sudoeste do Paraná: uma análise a partir da linguagem representada

Abstract

We observed that teachers of basic education face serious problems in classrooms with their students, both in primary and secondary education. Therefore, we have as a general objective to researchstudent action on texts produced by the students themselves. As specific objectives, we intend to identify which are the elements of the student action in the texts analyzed and what are the representations about these elements. We use as theoretical presuppositions the Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008), which discusses human action related to language and human development, making it possible to understand aspects of human action represented in texts. In addition, we usethe concept of elements of teacher work proposed by MachadoandBronckart (2009) to understand the elements of student action. We also use assumptions from Work Psychology, specifically the Clinic of Activity (CLOT, 2006, 2010), which developeda kind of method called instruction to the double, that we utilizedin our research. In general, this method is used in interventions in work situations in which the psychologist or researcher places himself/herselfin the position of the worker's double as if he/shewereto replace the interviewee in his/her work. The workerhas to provide all necessary instructions so that the replacement is not noticed. Thus, in this research, we used this method with high school students from a public school in southwest Paraná to identify and try to understand the student action represented in these texts produced by these students. As results, we identified the elements of student action, constituted by the subject, others, object and artifacts/instruments, as well asrepresentations about these elements. About the “Other” element, for example, we observed positive and negative evaluations of teacher posture, and just negative evaluations regarding the classmates (students) behavior. In relation to the teachers, the evaluated ones positively draw the attention of the student with new and important information, prepare their classes in advance and have authority in the class. On the other hand, the ones negatively evaluated do not prepare the classes, do not feel like explaining the contents, do not have authority in the class and do not have well defined criteria when it comes to students’evaluation. In the case of “other” classmates, the evaluations are negative due to their lack of interest and for “cheating” on tests.