Recriação da prática de ensino em sala de aula pela reformulação textual por paráfrase em situação de autoconfrontação na Clínica da Atividade Docente (CAD)

Abstract

This study investigates the process of recreation of the teaching practice through textual reformulation by paraphrasis, a phenomenon identified during a simple self-confrontation session, one of the intervention methods of the Teaching Activity Clinic (TAC). The analysis is based on transcribed data from a session conducted with a Portuguese Language teacher from basic education, obtained during a continued education initiative involving two teachers from the final years of elementary school. The Activity Clinic, conceived by the French occupational psychologist Yves Clot, aims to investigate and transform automated, unreflective forms of work, allowing workers, as specialists in their own field, to recognize and modify their own activity. Adapted to the school context, the Teaching Activity Clinic (TAC) applies this method to the continued education of teachers through self-confrontation interviews, in which the teacher watches a filmed excerpt of their own class and is asked to describe in detail what they appear doing. To understand how paraphrasis represents the recreation of the teaching activity in this process, the research draws on Mikhail Bakhtin's theory of Speech Genres and Lev Vygotsky's theory of the development of thought and language, complemented by the ideas of Valentin Volóchinov, as well as José Gaston Hilgert's studies on textual reformulation. Based on this framework, the study seeks to identify, among the teacher's utterances, the mechanisms of reformulation by paraphrasis that emerge as she attempts to orally describe her practice, and how these mechanisms reveal changes in the way she understands her own actions in the classroom. The data analysis shows that, when asked to describe the same class excerpt again, the teacher reformulates her initial description, and it is exactly in this movement of resumption that she becomes aware of an action that had been automatic: writing a word on the board as a way of directing students' attention during moments of distraction, without directly reprimanding them. This movement confirms the hypothesis that, by orally describing her teaching practice in front of the video, the teacher does not merely report what she did, but recreates it, which is registered especially through the occurrence of textual reformulation. Therefore, paraphrasis comes up as a linguistic-discursive mark of a process in which language functions as an instrument and as an object of transformation of teaching work, making the teacher more aware of the professional gestures she performs in her daily classroom practice.