Dos limites às possibilidades do trabalho do professor pedagogo por meio da clínica da atividade docente: uma proposta para a educação básica

Abstract

This study presents the results related to teachers‟ development during the implementation process of an Educational Activity Clinic, as a continuous education proposal in Colégio Estadual Castelo Branco – High School, in Itapejara D‟Oeste/Pr. In the beginning of this work, it will be presented a brief historic of the Pedagogy course according to Scheibe and Aguiar (2001), Vieira (2007), Libâneo (2008), Veiga (2002 and 2006) and Kuenzer (1998). In the second topic there is a text about The role of the pedagogue in public schools in Paraná, with theoretical basis in Silva (2002), Libâneo (2001 and 2004), Vasconcelos (1989), Paro (2006), Pimenta (1995) and Saviani (1985), as well as a third topic about The pedagogue in the face of the continuous education as of Pimenta (2005), Libâneo (2005), Garrido, Pimenta & Moura (2000), Bruno et al (2008), Clot (2007) and Bakthin (2016). In the aftermath of this work, there is the theoretical basis to contextualize the theoretical-methodological basis that offers the support to this research and intervention work. The concept of Discursive Genders stands out according to the Bakhtin‟s theory; the concept of the Educational Activity Clinic and activity gender through the psychology of the work theory by Clot and the zone of proximal development concept by Vigostky. The individuals of this research and intervention were two teachers of Colégio Estadual Castelo Branco High School of Itapejara D‟Oeste/Pr. It was used the method of development and simple and crossed self confrontation by the linguist Daniel Faïta, which consists in the confrontation of the teacher and a audiovisual clipping of his/her classes. In this method the classes are recorded and the teacher selects a part of the video. After, by the part of the video, the teacher has the opportunity to reflect and dialogue about his/her practice with the researcher. This work wants to comprehend the development causing or not by this action, through the analysis of these transcriptions done through the simple and crossed self confrontation done in the sections. The transcriptions were realized according to the rules of the project Linguistic Urban Erudit Rules of São Paulo (NURC-SP). The analysis of discourse was realized with the aim of verifying it the teachers would develop during the research and intervention, if they did, the development would be identified by the language. When the teachers observed themselves they accessed other possibilities to do their work and recreate it. In the moment that the dialogue occurs about his/her pedagogical practice, the teacher assumes a confronting attitude with the difficulties during the pedagogical practice, as well as with the potential of the practice. In this moment, when the teacher sees the image, he/she becomes conscious about his/her work, and this produces development.