A semana pedagógica como formação continuada de professores: um olhar a partir do método de instrução ao sósia

Abstract

We have observed that in the latest years the continuing professional training of teachers done in public education in the state of Paraná with the Pedagogical Week has been unsatisfying to many teachers. Due that, this work aims to identify and analyze how this process occurs and what are the identified actions of participating pedagogues and teachers, so that way to understand why there is dissatisfaction with it using the method of Instruction to the Double created by Oddone (1971) and widely developed by Clot (2010) and his co-workers in the Clinic of Activity. We also intend to think how that process contributes to the school work realization and the professionals’ development and how it can have influence in the workers’ affect. The continuing professional training of teachers cannot be seen as a fixed process since it is affected by social historic context and changes during the time therefore it is always necessary to think about it and its influence on the professionals. Besides we emphasize it is really important to give the worker in general and specifically the teachers the opportunity to reflect about their activity because doing it he/she can express and develop him/herself personally and professionally. We used to the analysis theoretical assumptions from Sociodiscursive Interactionism as conceptions of work and teacher’s work (MACHADO, 2007); the difference between prescribed work and realized work (GUÉRIN et al, 1997); the idea of “Real of activity” (CLOT, 2010) and the concept of language (VIGOTSKY, 2009; BAKHTIN, 2014). We also present the categories of analysis of texts in Sociodiscursive Interactionism, giving emphasis to the modalities (BRONCKART, 2003; MACHADO and BRONCKART, 2009; KOCH, 1997) and the actions in the discourse (BRONCKART, 2008; BARRICELLI, 2007) which will be used to analyze our data. Among some of the achieved results we can say that the Pedagogical Week is an event of continuous formation that involves the study of texts and videos and planning or replanning of the school year. Its elaboration is done by people outside the daily school life, and the pedagogical group needs to know what is previously organized and leads the execution of the predefined actions, while the teachers, from this orientation watch the videos, read the proposed texts, answer some questions about them, and (re) organize their actions for the semester or school year. The problem is that the preparation for the Pedagogical Week, made by the pedagogical group through the study of pre-elaborated texts and videos, is usually not the way that it should be, since the time available for that activity is short, fact that causes the pedagogues to be in a complicated situation, since they have to choose between doing the work at home or having a Pedagogical Week with less quality. This makes them feel unsatisfied, because they would like to have more time to know more about the material to be used. It is possible to notice that the pedagogues and the teacher interviewed feel dissatisfied with the fact that the Pedagogical Week is a "ready package" with generalized and repetitive ideas for most of them. However, we realize that the opportunity to (re) plan the actions for the school year and to have interaction among the professionals provided by the fact that they are all together (principals, pedagogues, teachers and educational agents I and II) are considered important because it provides the chance to talk about situations, opinions and possibilities to the execution of their work. Tough the Pedagogical Week has positive aspects it is possible to see that it needs to be done in a different way and that is possible using the actions of the Clinic of Activity.