A circulação de saberes entre professores: uma análise a partir do gênero profissional docente
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Data
2019-11-18
Autores
Giordan, Miriane Zanetti
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como pano de fundo o movimento de profissionalização docente, focalizando aspectos relativos à formação dos professores, mais especificamente o conteúdo das partilhas realizadas entre eles em momentos formativos. O estudo fundamenta-se em conceitos da abordagem ergonômica do trabalho e da clínica da atividade, especialmente no que se refere às noções de atividade, gênero profissional e de estilos profissionais. Como objetivo geral, buscamos identificar elementos do gênero profissional docente que circulam entre professores da educação básica em encontros formativos. A partir do objetivo central, busca-se de modo mais específico: a) caracterizar em que situações ocorre a circulação dos conteúdos do gênero profissional entre os professores em momentos formativos; b) identificar conteúdos que circulam entre os professores em momentos sistematizados de partilha, vividos em espaços formativos; c) identificar elementos do gênero profissional presentes nesses conteúdos em circulação; d) compreender os sentidos que os professores atribuem a esses elementos do gênero profissional docente em circulação entre pares nos espaços formativos. A investigação se desenvolveu sob uma perspectiva qualitativa, elegendo como referencial empírico um programa de extensão universitária voltado para professores da educação básica. Na pesquisa de campo, procedemos em três etapas: Uma incursão no curso de extensão (objetivando conhecer o curso e a dinâmica das atividades); a observação participante, com o recurso de videogravações dos encontros formativos; e grupos focais e entrevista, com recurso da autoconfrontação, dos quais participaram cinco professoras. A análise dos dados seguiu uma perspectiva qualitativa, à luz do referencial teórico elegido. Como resultados, temos que os modos de circulação dos conteúdos em momentos formativos ocorrem a partir do que denominamos como construção coletiva do argumento, em que a fala (narrativa) de um professor articula-se à fala de outro, possibilitando a desprivatização das práticas. Nesse sentido, destacamos o que consideramos ser três elementos do gênero profissional docente: o segredo, a conexão entre iguais e a dinâmica da docência. Os professores tendem a tratar seus estilos profissionais como segredos frente aos colegas, e em momentos de desprivatização da prática, esses segredos são ‘revelados’, em contrapartida à partilha dos segredos dos outros, fomentando uma relação de cumplicidade profissional. O que chamamos de conexão entre iguais diz respeito às relações de proximidade e de identificação entre os professores, possibilitando as partilhas. A dinâmica na docência, aqui considerada, pauta-se em um tempo que é cronológico e mensurável (chronos), e também em um tempo que é o vivido, das experiências particulares (embora sempre de natureza sócio histórica), da ação (kairós). A imersão nessa dinâmica é aqui assumida como um dos elementos que tornam o trabalho do professor difícil e complexo. Esses três elementos identificados apontam para posturas favoráveis à partilha, atreladas à ideia de apoio e de legitimação da ação docente, a partir de pressupostos produzidos e postos em circulação no grupo. Considera-se que a necessária confrontação sistemática dos professores com essa dimensão complexa de seu trabalho, para a qual eles mobilizam o gênero profissional docente, consiste em desafio importante para as ações formativas que lhes são dirigidas.
This research has as its background the teacher professionalization movement, focusing on aspects related to the teachers' formation, more specifically the content of the sharing between them in formative moments. The study is based on concepts of the ergonomic approach for work and the activity’s clinic, especially regarding the notions of activity, professional gender and professional styles. The general objective is to identify elements of the professional teaching genre that circulate among basic education teachers in formative meetings, unfold, more specifically, the following objectives: a) characterize in which situations the circulation of professional content among teachers occurs in formative moments; b) identify contents that circulate among teachers in systematized moments of sharing, experienced in formative spaces; c) identify elements of the professional genre present in these contents; d) understand the meanings that teachers attribute to these elements of the professional teaching genre circulating among peers in the training spaces. The research was developed from a qualitative perspective, choosing as an empirical reference an university extension program aimed for teachers of basic education. In the field research, three stages were followed: an incursion into the extension course (aiming to know the course and the dynamics of activities); participant observation, with the use of video recording of the formative meetings; and focus groups and interviews, using self-confrontation, in which five teachers participated. Data analysis followed a qualitative perspective, in the light of the chosen theoretical framework. As a result, the modes of circulation of content in formative moments occur from what we call the collective construction of the argument, in which the speech (narrative) of one teacher articulates the speech of another, allowing the deprivation of practices. In this sense, we highlight what we consider being three elements of the teaching professional genre: the secret, the connection between equals and the dynamics of teaching. Teachers tend to treat their professional styles as secrets from their peers, and in moments of deprivation of practice, these secrets are "revealed" in return for sharing the secrets of others, fostering a relationship of professional complicity. What we call the connection between equals concerns the relationships of proximity and identification between teachers, enabling sharing. The dynamics in teaching, considered here, are guided by a time that is chronological and measurable (chronos), and also a time that is lived, of particular experiences (although always with a socio-historical nature), of action (kairós). Immersion in this dynamic is assumed here as one of the elements that make the teacher's work difficult and complex. These three identified elements point to postures favorable to sharing, linked to the idea of support and legitimation of teaching action, based on assumptions produced and put into circulation in the group. It is considered that the necessary systematic confrontation of teachers with this complex dimension of their work, to which they mobilize the professional teaching genre, is an important challenge for the formative actions.
This research has as its background the teacher professionalization movement, focusing on aspects related to the teachers' formation, more specifically the content of the sharing between them in formative moments. The study is based on concepts of the ergonomic approach for work and the activity’s clinic, especially regarding the notions of activity, professional gender and professional styles. The general objective is to identify elements of the professional teaching genre that circulate among basic education teachers in formative meetings, unfold, more specifically, the following objectives: a) characterize in which situations the circulation of professional content among teachers occurs in formative moments; b) identify contents that circulate among teachers in systematized moments of sharing, experienced in formative spaces; c) identify elements of the professional genre present in these contents; d) understand the meanings that teachers attribute to these elements of the professional teaching genre circulating among peers in the training spaces. The research was developed from a qualitative perspective, choosing as an empirical reference an university extension program aimed for teachers of basic education. In the field research, three stages were followed: an incursion into the extension course (aiming to know the course and the dynamics of activities); participant observation, with the use of video recording of the formative meetings; and focus groups and interviews, using self-confrontation, in which five teachers participated. Data analysis followed a qualitative perspective, in the light of the chosen theoretical framework. As a result, the modes of circulation of content in formative moments occur from what we call the collective construction of the argument, in which the speech (narrative) of one teacher articulates the speech of another, allowing the deprivation of practices. In this sense, we highlight what we consider being three elements of the teaching professional genre: the secret, the connection between equals and the dynamics of teaching. Teachers tend to treat their professional styles as secrets from their peers, and in moments of deprivation of practice, these secrets are "revealed" in return for sharing the secrets of others, fostering a relationship of professional complicity. What we call the connection between equals concerns the relationships of proximity and identification between teachers, enabling sharing. The dynamics in teaching, considered here, are guided by a time that is chronological and measurable (chronos), and also a time that is lived, of particular experiences (although always with a socio-historical nature), of action (kairós). Immersion in this dynamic is assumed here as one of the elements that make the teacher's work difficult and complex. These three identified elements point to postures favorable to sharing, linked to the idea of support and legitimation of teaching action, based on assumptions produced and put into circulation in the group. It is considered that the necessary systematic confrontation of teachers with this complex dimension of their work, to which they mobilize the professional teaching genre, is an important challenge for the formative actions.
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Palavras-chave
Circulação de saberes docentes, Gênero profissional docente, Estilos profissionais, Formação de professores, Profissionalização docente, Circulation of teaching knowledge, Professional teaching genre, Professional styles, Teacher training, Teaching professionalization