Significados e sentidos atribuídos ao trabalho docente por professores de uma escola técnica estadual de nível médio (ETEC)
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Data
2019-03-14
Autores
Freitas, Danielle
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa foi dedicada ao exame das percepções, bem como dos significados e dos sentidos atribuídos à atividade ocupacional por dois Professores que atuam no Ensino Técnico Integrado ao Médio de uma Escola Técnica do estado de São Paulo. O objetivo primordial desta pesquisa foi identificar, examinar e compreender, de modo colaborativo, os sentidos e significados atribuídos ao trabalho docente pelos referidos professores. Pretendendo ir além do comportamento que é possível observar no trabalho docente dessa modalidade de ensino, utilizou-se a coanálise da atividade, ou seja, a análise da pesquisadora em conjunto com os voluntários da pesquisa, por meio da aplicação do dispositivo metodológico autoconfrontação simples. Esse dispositivo tem sido aprimorado no quadro da clínica da atividade, desenvolvido, principalmente, por Yves Clot, e caracterizado como um instrumento capaz de fornecer dados baseados em gravações audiovisuais e entrevistas, além de possibilitar a auto-observação do próprio trabalhador, mediada pelo pesquisador, de suas próprias sequências de atividades laborais, estimulando, assim, reflexões acerca de sua atividade e, por conseguinte, de seus elementos potencializadores e dificultadores. De modo complementar, esperou-se construir um entendimento e estabelecer nexos entre o trabalho docente e as percepções dos profissionais sobre os conflitos internos e externos que vivenciam no espaço ocupacional, e sua formação para o exercício laboral, que resultam na constituição dos significados sociais e sentidos atribuídos a essa profissão. Reitera-se a importância acadêmico-cientifica e social desta pesquisa, tendo em vista o fato de existir a contemplação do trabalho pela visão de quem está envolvido nos detalhes laborais, podendo, assim, contribuir com o poder de agir dos profissionais. Quanto aos resultados, ficou claro nesta pesquisa que a profissão docente pode ser adquirida e internalizada na prática, independente da formação inicial do professor. Também identificamos a importância da diminuição e até da eliminação das barreiras impeditivas nas práticas pedagógicas, como a burocracia excessiva manifestada pelos planejamentos prévios, horários, sistemas, avaliações e falta de reconhecimento do trabalho dos professores. Quanto aos elementos potencializadores e dificultadores e os sentidos atribuídos ao trabalho pelos professores voluntários desta pesquisa, ficou claro a conexão das opiniões de ambos com grande parte do nosso referencial teórico, além de uma profunda semelhança com minhas próprias percepções como docente atuante. Identificamos que, hipoteticamente, pela oportunidade de a participação em uma pesquisa apresentar uma chance de descarregamento, desopressão e desabafo, como se os participantes pudessem ser ouvidos por um solucionador de problemas, as dificuldades tenham emergido com maior potencial, deixando a impressão de um trabalho com características de prostração, estranhamento e infelicidade. Contudo, no momento da coanálise da atividade real, elementos potencializadores afloraram e, com isso, ficou claro o sentido pessoal de ambos pela atividade docente. Ressaltamos ainda a importância da revisão das políticas públicas acerca desses fatores e afirmamos que qualquer esforço no sentido de ampliar o ensino técnico de nível médio (conforme prevê a última reforma educacional do governo) deve ser precedido de uma atenção especial para aqueles que estão diretamente envolvidos nas atividades docentes dos cursos. Ademais, acredita-se que foi alcançado o sucesso pretendido ao pontuar as questões advindas dos próprios profissionais, o que abre a possibilidade de divulgação da pesquisa para todo o ambiente escolar, consequentemente, havendo contribuição para a criação de tentativas para solucionar problemas existentes nessa modalidade de ensino.
This research was dedicated to the examination of the perceptions, as well as the meanings and meanings attributed to the occupational activity by two Teachers who work in the Integrated Technical Education at the High School of a Technical School in the state of São Paulo. The main objective of this research was to identify, to examine and to understand, in a collaborative way, the meanings and meanings attributed to the teaching work by said teachers. In order to go beyond the behavior that can be observed in the teaching work of this teaching modality, we used the coanalysis of the activity, that is, the analysis of the researcher together with the volunteers of the research, through the application of the methodological device simple selfconfrontation. this device has been improved in the framework of the clinic of the activity, developed mainly by Yves Clot, and characterized as an instrument capable of providing data based on audiovisual recordings and interviews, in addition to enabling the self-observation of the worker, mediated by the researcher , of their own sequences of labor activities, thus stimulating reflections about their activity and, consequently, of its potentiating and hindering elements.. In a complementary way, it was expected to build an understanding and to establish links between the teaching work and the professionals' perceptions about the internal and external conflicts that they experience in the occupational space, and their formation for the work exercise, that result in the constitution of the social and the meanings attributed to that profession. It reiterates the academic-scientific and social importance of this research, considering the fact that there is the contemplation of work by the vision of who is involved in the labor details, and can thus contribute with the ability of theses professionals to act. Regarding the results, it was clear in this research that the teaching profession can be acquired and internalized in practice, regardless of the initial teacher training. We also identify the importance of reducing and even eliminating impeding barriers in pedagogical practices, such as excessive bureaucracy manifested by previous planning, scheduling, systems, assessments, and lack of recognition of teachers' work. As for the potentiating and hindering elements and the meanings attributed to the work by the volunteer teachers of this research, it was clear the connection of the opinions of both with a great part of our theoretical referential, as well as a deep similarity with my own perceptions as an acting teacher. We hypothesized that the opportunity for participation in a research presented a chance of unloading, desopressão and desconabafo, as if the participants could be heard by a problem solver, the difficulties emerged with greater potential, leaving the impression of a job with characteristics of prostration, estrangement and unhappiness. However, at the moment of the co-analysis of real activity, potentiating elements emerged and, with this, the personal sense of both by the teaching activity became clear. We also emphasize the importance of reviewing public policies on these factors and affirm that any effort to extend middle-level technical education (as envisaged in the last government education reform) should be preceded by special attention to those directly involved in the teaching activities of the courses. In addition, it is believed that the desired success was achieved by punctuating the questions coming from the professionals themselves, which opens the possibility of dissemination of the research for the whole school environment, consequently, contributing to the creation of attempts to solve existing problems in this modality education.
This research was dedicated to the examination of the perceptions, as well as the meanings and meanings attributed to the occupational activity by two Teachers who work in the Integrated Technical Education at the High School of a Technical School in the state of São Paulo. The main objective of this research was to identify, to examine and to understand, in a collaborative way, the meanings and meanings attributed to the teaching work by said teachers. In order to go beyond the behavior that can be observed in the teaching work of this teaching modality, we used the coanalysis of the activity, that is, the analysis of the researcher together with the volunteers of the research, through the application of the methodological device simple selfconfrontation. this device has been improved in the framework of the clinic of the activity, developed mainly by Yves Clot, and characterized as an instrument capable of providing data based on audiovisual recordings and interviews, in addition to enabling the self-observation of the worker, mediated by the researcher , of their own sequences of labor activities, thus stimulating reflections about their activity and, consequently, of its potentiating and hindering elements.. In a complementary way, it was expected to build an understanding and to establish links between the teaching work and the professionals' perceptions about the internal and external conflicts that they experience in the occupational space, and their formation for the work exercise, that result in the constitution of the social and the meanings attributed to that profession. It reiterates the academic-scientific and social importance of this research, considering the fact that there is the contemplation of work by the vision of who is involved in the labor details, and can thus contribute with the ability of theses professionals to act. Regarding the results, it was clear in this research that the teaching profession can be acquired and internalized in practice, regardless of the initial teacher training. We also identify the importance of reducing and even eliminating impeding barriers in pedagogical practices, such as excessive bureaucracy manifested by previous planning, scheduling, systems, assessments, and lack of recognition of teachers' work. As for the potentiating and hindering elements and the meanings attributed to the work by the volunteer teachers of this research, it was clear the connection of the opinions of both with a great part of our theoretical referential, as well as a deep similarity with my own perceptions as an acting teacher. We hypothesized that the opportunity for participation in a research presented a chance of unloading, desopressão and desconabafo, as if the participants could be heard by a problem solver, the difficulties emerged with greater potential, leaving the impression of a job with characteristics of prostration, estrangement and unhappiness. However, at the moment of the co-analysis of real activity, potentiating elements emerged and, with this, the personal sense of both by the teaching activity became clear. We also emphasize the importance of reviewing public policies on these factors and affirm that any effort to extend middle-level technical education (as envisaged in the last government education reform) should be preceded by special attention to those directly involved in the teaching activities of the courses. In addition, it is believed that the desired success was achieved by punctuating the questions coming from the professionals themselves, which opens the possibility of dissemination of the research for the whole school environment, consequently, contributing to the creation of attempts to solve existing problems in this modality education.
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Palavras-chave
Clínica da Atividade, Atividade Docente, Autoconfrontação Simples, Activity Clinic, Teaching Activity, Simple Autoconfrontation