Coordenação pedagógica durante a HTPC: as interpretações do coordenador, da professora-pesquisadora e das prescrições
Carregando...
Arquivos
Data
2017-03-17
Autores
Amorim, Neuraci Rocha Vidal [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta pesquisa é levantar e discutir interpretações sobre o trabalho do coordenador pedagógico referente à HTPC (Hora de Trabalho Pedagógico Coletivo) por meio de uma análise linguístico-enunciativa. Mais especificamente, visa a comparar interpretações dessa atividade advindas de diferentes fontes: diários de campo da professora-pesquisadora, comentário escrito que compõe o método de instrução ao sósia; e da lei municipal que regulamenta este cargo a fim de compreender o papel do coordenador no contexto de HTPC. Dentre outras finalidades, a HTPC visa à reflexão sobre a prática docente, à troca de experiências, ao aperfeiçoamento individual e coletivo dos professores e ao acompanhamento e avaliação do processo ensino-aprendizagem (LEI DO MUNICÍPIO, 2012). O estudo se desenvolveu em uma escola municipal de Ensino Fundamental I do noroeste paulista. A pesquisa se apoia nos aportes teórico-metodológicos (i) do interacionismo sociodiscursivo (BRONCKART 1999, 2006, 2008), (BRONCKART; MACHADO,2004), (MACHADO; BRONCKART, 2009), pois este postula a primazia das práticas linguageiras como instrumentos do desenvolvimento humano, tanto no concernente aos saberes quanto às capacidades do agir e da identidade das pessoas (BRONCKART, 2006), (ii) da ergonomia da atividade francesa (SAUJAT, 2004; AMIGUES, 2004 e FAÏTA 2004) por considerar a complexidade inerente ao trabalho e (iii) da clínica da atividade (CLOT 2006ª, 2006b, 2010), pois considera as implicações das atividades de trabalho para o desenvolvimento das funções psíquicas humanas e nos oferece métodos provocadores desse desenvolvimento. Esse estudo se apoia ainda na teoria polifônica da enunciação de Ducrot (1984) para aproximação dos diferentes posicionamentos enunciativos. Os resultados das análises apontam para a ausência de uma concepção das coordenadoras, em relação à HTPC que se relaciona, como indicam as vozes mobilizadas nos diários de campo, à falta de clareza ou imposição das prescrições que, segundo a análise feita, não atribui ao coordenador o papel de protagonista no agir prescrito, corroborando para o fato de termos identificado, por meio da análise da interpretação da coordenadora sobre seu agir, um trabalhador sozinho mediante aos dilemas de um contexto que lhe apresenta diversas tarefas.
The objective of this research is to raise and discuss interpretations about pedagogical coordinator’s work referring to the HTPC (Collective Pedagogical Work Time) by means of a linguistic and enunciative analysis. It particularly aims to compare the interpretations of this activity arising from different sources: the teacher-researcher field diaries, written comment, which compose the instruction method of the double; and city law that control this post to understand the function of the coordinator in the context of HTPC. Among others purposes of the HTPC, it aims to reflect about the teaching staff practical, the experiences changing in order to get a better individual or collective performance of teachers, it also aims to follow and evaluate of teaching-learning process. The study was developed in a municipal elementary school in the northwestern São Paulo. The research is based on the theoretical and methodological contributions of the (i) sociodiscursive interactionism (BRONCKART 1999, 2006, 2008), (BRONCKART; MACHADO, 2004) and (MACHADO; BRONCKART, 2009), one it postulates the primacy of language practices as instruments of human development, as much concerning to the knowledge as the capabilities of acting and the people’s identity (BRONCKART, 2006), (ii) from French ergonomic activity (SAUJAT, 2004; AMIGUES, 2004 and FAITA, 2004) for considering the complexity of work, and (ii) of clinical activity (CLOT 2006a, 2006b, 2010 ), because it considers the activities implications of work for the development of human psychic functions and offers provocative methods of this development. This study is also supported by Ducrot’s polyphonic theory of enunciation (1984) to approach the different enunciative placements. The analysis results reveals the absence the coordinator’s conception regarding the HTPC, which relates itself, as the mobilized voices indicate in the field diaries to the absence of clarity or the imposition of prescriptions. According to the analysis of that, they don’t lay the blame on the coordinator the role of protagonist to the prescribed act, it corroborates to the identified fact through the analysis of the coordinator’s interpretation on his actions that the worker is alone in face of the dilemmas of a context that brings several tasks.
The objective of this research is to raise and discuss interpretations about pedagogical coordinator’s work referring to the HTPC (Collective Pedagogical Work Time) by means of a linguistic and enunciative analysis. It particularly aims to compare the interpretations of this activity arising from different sources: the teacher-researcher field diaries, written comment, which compose the instruction method of the double; and city law that control this post to understand the function of the coordinator in the context of HTPC. Among others purposes of the HTPC, it aims to reflect about the teaching staff practical, the experiences changing in order to get a better individual or collective performance of teachers, it also aims to follow and evaluate of teaching-learning process. The study was developed in a municipal elementary school in the northwestern São Paulo. The research is based on the theoretical and methodological contributions of the (i) sociodiscursive interactionism (BRONCKART 1999, 2006, 2008), (BRONCKART; MACHADO, 2004) and (MACHADO; BRONCKART, 2009), one it postulates the primacy of language practices as instruments of human development, as much concerning to the knowledge as the capabilities of acting and the people’s identity (BRONCKART, 2006), (ii) from French ergonomic activity (SAUJAT, 2004; AMIGUES, 2004 and FAITA, 2004) for considering the complexity of work, and (ii) of clinical activity (CLOT 2006a, 2006b, 2010 ), because it considers the activities implications of work for the development of human psychic functions and offers provocative methods of this development. This study is also supported by Ducrot’s polyphonic theory of enunciation (1984) to approach the different enunciative placements. The analysis results reveals the absence the coordinator’s conception regarding the HTPC, which relates itself, as the mobilized voices indicate in the field diaries to the absence of clarity or the imposition of prescriptions. According to the analysis of that, they don’t lay the blame on the coordinator the role of protagonist to the prescribed act, it corroborates to the identified fact through the analysis of the coordinator’s interpretation on his actions that the worker is alone in face of the dilemmas of a context that brings several tasks.
Descrição
Palavras-chave
Hora de trabalho pedagógico coletivo, Trabalho do coordenador, Interpretações do agir