Uma análise do agir docente a partir da instrução ao sósia: a regulação de elementos do trabalho do professor

Abstract

This work aims to bring reflections on the educational work in State public schools, taking as a starting point the difficulties faced by the teacher in the exercise of his work in class, and, sometimes, are unknown or neglected. We do not intend to give focus to the problems existing in the social educational but we propose the check the activities undertaken by the teacher in the face of conflicts and obstacles found along the way, in order to achieve (if possible) its goals. To develop this study we assumed as theoretical basis studies developed by Bakhtin (2011) and Vygotsky (1988, 2008, 2010) expanded science work more specifically, from the psychology of the Work developed by the Clinical activity, in addition to the assumptions of the ergonomics of the activity, as the prescribed work and work performed (GUÉRIN et al., 2001). In this perspective, we have studies developed by Lima (2010, 2013, 2014, and 2016), in particular those that refer to the regulatory activity. We also, with studies of Machado (2009, 2011) that allude to the elements of the educational work, of which ateremo us to investigate the object of labor. We support, too, in Muniz-studies (2011, 2015, 2016), Bueno (2007, 2011), among others, basically, to that are intended to address the specifics of this activity. As the object of the educational work is permeated by the oppositions of middle education, support us on Vygotsky (2010), by comparing it to a "lever", i.e. a means of action available, which to be appropriate by the teacher, becomes an instrument for your act. In addition, we seek support in theoretical-methodological assumptions of the Sociodiscursivo of Interactionism Bronckart (2006, 2008, 2012), basically, in what he/she concerns the levels of textual analysis presented by Bronckart (2012), giving prominence to the mechanisms enunciativos, as person's marks, insert of voices, besides an approach on the thematic content of the produced texts. For the production of the data we used as research instrument, the instruction to the double, method created by the doctor and Italian psychologist Ivar Oddone (1986) and, later, developed by the psychologist of the work Yves Clot (2006, 2007 2010) and their collaborators of the National Conservatory of Arts and Occupations (CNAM) of Paris, France. In this work, it was possible to identify some dimensions mobilized by the teachers, among them, the dimensions physical, affectionate, psychological, etc, that they demonstrate the demand of a to act pluridimensional. Front to the agitation and the conversations during the classes, an obstacle to face, the teachers are positioned, inside of their possibilities, when creating (reverse) conditions for the classes to begin and continue in agreement with their objectives. However, the classroom demonstrates to be an atmosphere agitated, a lot of times controversial, forcing the teacher to look for alternatives front to the resistances that the educational social way imposes. With that, we verified that the teachers demonstrated to be in development process, because, when taking conscience of the problems, they, naturally, look for (reverse) to create means when putting in practice an activity reguladora.