Além do observável: coanálise da atividade docente
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Data
2014-09-14
Autores
Mancuso, Matheus José Cuzato
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa propôs o exame das percepções, acerca da própria atividade ocupacional, de professoras que atuam no ensino fundamental de uma escola pública municipal do interior do Estado de São Paulo. Com a intenção de ir além do comportamento observável da atividade docente foi necessário nos atentarmos ao esforço explicativo sobre o próprio trabalho. Para tanto, foi utilizada a coanálise dessa atividade, que, em síntese, é a análise em conjunto com o pesquisador da atividade do profissional em questão, por meio do diálogo e da autoconfrontação simples. Esta, por sua vez, sendo um aporte da clínica da atividade, desenvolvida principalmente por Yves Clot, se caracteriza por ser um instrumento no qual há a possibilidade de produzir dados utilizando gravação audiovisual, mas, além disso, há também a possibilidade de coanálise do trabalho pelos próprios trabalhadores, mediados pelo pesquisador, ao passo que cada profissional assiste a gravação das suas sequências de trabalho, fazendo com que haja a reflexão sobre sua própria atividade. Dessa maneira, o objetivo desse estudo foi identificar e analisar quais são os elementos concretos e semióticos constituintes do trabalho das professoras na perspectiva das próprias profissionais, os principais aspectos potencializadores e dificultadores da atividade laboral docente e o sentido atribuído a eles. Portanto, esta pesquisa possui importância acadêmico-científica e social na medida em que propôs um estudo que vai além do comportamento docente que possa ser observado em sala de aula, utilizando a autoconfrontação para a coanálise da atividade das professoras. Entendemos que a proposta de contemplar o trabalho pela visão de quem realmente compreende os detalhes, os viéses laborais, possa vir a contribuir para o desenvolvimento e o aumento do poder de ação dos profissionais. Acreditamos que foi possível pontuar aspectos provindos da visão do próprio profissional em questão, contribuindo, de certa maneira, para a compreensão e entendimento do contexto de trabalho docente. Acreditamos, também, que isso possa vir a contribuir para o movimento de criação de protocolos de aprimoramento na área, e, para além disso, ultrapassar a onda de pessimismo que incorre nos ambientes de educação.
This research proposed the examination of the perceptions about the occupational activity itself of teachers who work in the basic education of a municipal public school in the interior of the State of São Paulo. With the intention of going beyond the observable behavior of the teaching activity, it was necessary to pay attention to the explanatory effort about the work itself. In order to do so, we used the co-analysis of this activity, which, in synthesis, is the analysis together with the researcher of the activity of the professional in question, through dialogue and simple selfconfrontation. This, in turn, being a contribution of the Clinic of Activity, developed mainly by Yves Clot, is characterized by being an instrument in which there is the possibility of producing data using audiovisual recording, but, in addition, there is also the possibility of coanalysis of the work by the workers themselves, mediated by the researcher, while each professional watches the recording of their sequences of work, causing reflection on their own activity. Thus, the objective of this study was to identify and analyze what are the concrete and semiotic constituent elements of the work of the teachers in the perspective of the professionals themselves, the main potential aspects and difficulties of the teaching work activity and the meaning attributed to them. Therefore, this research has academic-scientific and social importance in that it proposed a study that goes beyond the teaching behavior that can be observed in the classroom, using autoconfrontation for the co-analysis of the activity of the teachers. We understand that the proposal to contemplate work by the vision of who really understands the details, the labor biases, can contribute to the development and increase the power of action of professionals. We believe that it was possible to punctuate aspects from the vision of the professional in question, contributing, in a certain way, to the understanding and understanding of the teaching work context. We also believe that this may contribute to the movement to create improvement protocols in the area, and, moreover, overcome the wave of pessimism that affects education environments.
This research proposed the examination of the perceptions about the occupational activity itself of teachers who work in the basic education of a municipal public school in the interior of the State of São Paulo. With the intention of going beyond the observable behavior of the teaching activity, it was necessary to pay attention to the explanatory effort about the work itself. In order to do so, we used the co-analysis of this activity, which, in synthesis, is the analysis together with the researcher of the activity of the professional in question, through dialogue and simple selfconfrontation. This, in turn, being a contribution of the Clinic of Activity, developed mainly by Yves Clot, is characterized by being an instrument in which there is the possibility of producing data using audiovisual recording, but, in addition, there is also the possibility of coanalysis of the work by the workers themselves, mediated by the researcher, while each professional watches the recording of their sequences of work, causing reflection on their own activity. Thus, the objective of this study was to identify and analyze what are the concrete and semiotic constituent elements of the work of the teachers in the perspective of the professionals themselves, the main potential aspects and difficulties of the teaching work activity and the meaning attributed to them. Therefore, this research has academic-scientific and social importance in that it proposed a study that goes beyond the teaching behavior that can be observed in the classroom, using autoconfrontation for the co-analysis of the activity of the teachers. We understand that the proposal to contemplate work by the vision of who really understands the details, the labor biases, can contribute to the development and increase the power of action of professionals. We believe that it was possible to punctuate aspects from the vision of the professional in question, contributing, in a certain way, to the understanding and understanding of the teaching work context. We also believe that this may contribute to the movement to create improvement protocols in the area, and, moreover, overcome the wave of pessimism that affects education environments.
Descrição
Palavras-chave
Professores de ensino fundamental, Avaliação de comportamento, Relações trabalhistas, Ambiente de sala de aula, Psicologia organizacional