Desenvolvimento de práticas pedagógicas por meio da implementação de uma clínica da atividade docente no Colégio Estadual Carlos Gomes

Abstract

This study presents results related to the development of two teachers in a continuing teacher education action, through the implementation of a Teaching Clinic Activity at Carlos Gomes Elementary and High State School, in the city of Pato Branco-Pr, Brazil. First, we present a brief overview of the teachers’ work from the perspective of Frédéric Saujat (2004), who starts from an analytical framework of different chains of thought regarding teaching, reaching an ergonomic approach to the teacher activity. In the sequence, we present the theoretical basis, covering the Bakhtinian theory of dialogic discourse analysis; Clot's theory of work psychology; and the Vygotskian theory of human development. Two high school teachers from Carlos Gomes State School were the protagonists of this research. The methodology was the developmental one and the method used was the Simple and Crossed Self-Confrontation developed by the linguist Daniel Faïta. The method consists of the confrontation of the teachers with an audiovisual clipping of their classes. In this method, the classes are filmed and the teachers select an excerpt from the film. Then, by watching the clip, the teachers have the opportunity to reflect and dialogue about their activities with the colleague and the researcher. Seeking to understand the development triggered or not by this action, in this work, we analyzed transcriptions made from the sessions of the simple and crossed self-confrontations. The transcript was carried out in accordance with the standards of the Study Project of the Urban Litnguistic Standard of Culture of São Paulo (NURC-SP). In the data produced, we conducted the dialogic discourse analysis to verify whether the development of the teachers occurs and, if so, identify this development through language. We found that the teachers, by observing themselves, elaborate other possibilities for their work, recreating it. When discussing his pedagogical practice, the teachers are confronted with the difficulties that have occurred during the class, as well as, with the success of the practice. Confronted with the images, the teachers are led to an awareness of their work, marking their development. Thus, through the Simple and Crossed Self-Confrontation method, it is possible to trigger the development of the teachers.