Representações de professores de língua portuguesa em formação acerca da profissão docente: medicações entre a teoria e prática
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Data
2008-02-01
Autores
Zakir, Maísa de Alcântara [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa trata de reflexões acerca da formação de alunos de Letras de uma universidade pública paulista e de meu primeiro ano de exercício profissional como professora de língua portuguesa em uma escola estadual. A partir da observação de minha prática de ensino, constatei que minha ação como professora era direcionada por vivências que havia tido como aluna e não por uma concepção de ensino que estivesse fundamentada teoricamente. Comecei, então, a questionar o fato de uma professora recém-formada ingressar no magistério sem ter uma fundamentação teórica consciente acerca do trabalho que desenvolveria com os alunos. Desta forma, decidi investigar como as dificuldades que tive ao ingressar no magistério eram também sentidas entre os alunos do quarto ano do curso de Letras que participaram da pesquisa. Por meio da análise do material produzido por eles (portfolios elaborados na disciplina Prática de Ensino de Língua Portuguesa e Estágio Supervisionado) seria, então, possível ter uma percepção mais ampla de meu próprio processo de formação, uma vez que investigaria as questões que me afetavam como professora recém-formada. Assim, escrevendo textos de pesquisa a partir das narrativas dos participantes, conforme propõe a Pesquisa Narrativa (CLANDININ & CONNELLY, 2000), produzi sentidos sobre os excertos que tratavam das expectativas dos futuros professores acerca da profissão docente e da relação que eles estabeleciam ou não entre teoria e prática de ensino. Um resultado central deste estudo indica que há uma diferença significativa entre a compreensão de uma teoria quando dela nos apropriamos e quando essa apropriação não existe. Desta forma, narro como se deu o processo de apropriação de uma perspectiva teórica que se tornou essencial para compreender e pensar em transformar minha própria prática docente.
The research reported in this dissertation is about reflection during the pre-service education of future language teachers of a public university in the state of São Paulo. The study also includes my own process of reflection on my first year as a teacher of Portuguese in a public junior high school. As I reflected on my own teaching practice as a beginning teacher, I noticed that my classroom action was being guided by the experience I had as a student, instead of a theoretically based concept of teaching. Then, I started questioning how a teacher who had just graduated could begin her work without having theoretically conscious bases about the work that was to be developed with her students. Therefore, I decided to investigate how the difficulties I had when I started teaching could also be noticed by the pre-service teachers who participated in this study. Through the analysis of these participants’ narratives (portfolios developed in the course Teaching Practicum of Portuguese), I believed that I could reach a broader perception of my own process of professional development if I focused on the matters that were affecting myself as a novice teacher. By writing research texts about the participants’ narratives, as proposed by Narrative Inquiry (CLANDININ & CONNELLY, 2000), I have produced meanings from excerpts of my participants’ stories about their expectations regarding their profession and the relationship between theory and their novice teaching practice. The first result of this study shows meaningful differences between understanding a theory when it is appropriated by us and when it is not. The second result illustrates my process of appropriation of a theory and how central it became in the process of transforming my novice teaching practice. My contact with Vygotski’s Historical-Cultural Perspective allowed me to understand the complexity of the educational process.
The research reported in this dissertation is about reflection during the pre-service education of future language teachers of a public university in the state of São Paulo. The study also includes my own process of reflection on my first year as a teacher of Portuguese in a public junior high school. As I reflected on my own teaching practice as a beginning teacher, I noticed that my classroom action was being guided by the experience I had as a student, instead of a theoretically based concept of teaching. Then, I started questioning how a teacher who had just graduated could begin her work without having theoretically conscious bases about the work that was to be developed with her students. Therefore, I decided to investigate how the difficulties I had when I started teaching could also be noticed by the pre-service teachers who participated in this study. Through the analysis of these participants’ narratives (portfolios developed in the course Teaching Practicum of Portuguese), I believed that I could reach a broader perception of my own process of professional development if I focused on the matters that were affecting myself as a novice teacher. By writing research texts about the participants’ narratives, as proposed by Narrative Inquiry (CLANDININ & CONNELLY, 2000), I have produced meanings from excerpts of my participants’ stories about their expectations regarding their profession and the relationship between theory and their novice teaching practice. The first result of this study shows meaningful differences between understanding a theory when it is appropriated by us and when it is not. The second result illustrates my process of appropriation of a theory and how central it became in the process of transforming my novice teaching practice. My contact with Vygotski’s Historical-Cultural Perspective allowed me to understand the complexity of the educational process.
Descrição
Palavras-chave
Ensino, Professores - Formação, Narrative inquiry
Como citar
ZAKIR, Maísa de Alcântara. Representações de professores de língua portuguesa em formação acerca da profissão docente: medicações entre a teoria e prática. 2008. 144 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2008.