Ce travail de thèse trouve son origine dans une intervention menée auprès du collectif d’ergothérapeutes du centre de rééducation François Gallouedec. Il prend pour objet les dilemmes de métier de ces professionnels lorsqu’ils sont confrontés à la question du travail des patients. L’intervention s’est déployée en suivant une méthodologie développementale propre à la clinique de l’activité. Elle a permis aux ergothérapeutes de prendre pour objet d’analyse leur propre travail lors de programmes de restauration fonctionnelle. La littérature sur ces programmes confirme le choix de s’intéresser aux ergothérapeutes comme principaux destinataires des questions professionnelles des patients. Cependant, les recherches dans le domaine tendent à éluder la question du travail des professionnels de santé et à résumer celui des patients au simple retour à l’emploi.C’est justement pourquoi il nous a semblé intéressant de renverser la question en nous intéressant au travail de ceux qui s’intéressent au travail. Nous avons émis l’hypothèse que ce point difficile confrontait les ergothérapeutes du centre François Gallouedec à des dilemmes de métier notamment lors de la réalisation d’un « atelier geste professionnel ». Les résultats de cette recherche montrent toute l’importance de s’intéresser au travail des professionnels de santé, ce qui est fait mais aussi ce qui n’est pas fait ou ce qu’on aurait voulu faire, pour le développement des modèles de prise en charge des patients. Le réel du travail des rééducateurs peut ainsi devenir une ressource dans la mise en place de programmes de rééducation qui souhaitent s’intéresser à la question du travail du patient. / This thesis work originated in an intervention conducted with the collective of occupational therapists of the rehabilitation center François Gallouedec. It focuses on the job dilemmas of these professionals when confronted with the issue of patient’s work.The intervention was deployed following a developmental methodology specific to the clinic of the activity. It allowed occupational therapists to take their own work as an object of analysis during functional restoration programs. The literature on these programs confirms the choice to focus on occupational therapists as the primary addressee for patients' professional issues. However, research in the field tends to evade the question of the work of health professionals and to summarize that of patients simply returning to employment. This is why we felt it necessary to focus on the work of those who are interested in work. We hypothesized that this difficult point confronted the occupational therapists of the François Gallouedec center with job dilemmas, particularly during the realization of a "professional gesture workshop". The results of this research show the importance of taking an interest in the work of health professionals, which is done but also what is not done or what we would have liked to do, for the development of models of patient care. The real work of there educators can thus become a resource in the implementation of rehabilitation programs that wish to be interested in the question of the work of the patient.

Made available in DSpace on 2016-04-28T20:56:22Z (GMT). No. of bitstreams: 1 Silvia Maria Costa Barbosa.pdf: 1244524 bytes, checksum: c7c2bc2e1b288b6d695ffde815bfadc2 (MD5) Previous issue date: 2011-05-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis has as main aim to identify and analyze senses and meanings produced by a public school teacher about her pedagogical activities with emphasis on teaching strategies during her classes. The research is based on theoretical and methodological assumptions in social historical psychology by Lev S. Vigostski and associated to Clinical Activity by Yves Clot. We have considered some essential categories to understand meaning constructions provided by the participant-teacher in this study such as: activity, mediation, sense, meaning and subjectivity. Data were produced by the following techniques: semi-structured interviews and video records. In order to discuss on video records, we have considered Simple Autoconfirmation Procedures. To analyze other information we have taken into account the methodological proposals by Aguiar e Ozella (2006) which resulted in pre-indicators data used further articulated to compose definitive indicators. The articulation of those meaning nucleus contributed for data interpretation. The research locus was Mossoró, a city in Rio Grande do Norte state. This city was chosen because it was the place where I was born and have lived until now. I also understand that as a State University of Rio Grande do Norte professor I have a responsibility in local education. By the beginning of data production, in 2008, the teacher, research subject, taught a third-term classroom in Fundamental Teaching (Ensino Fundamental) and I had the opportunity to follow her until her fifth-term experience. Based on Simple Autoconfrotation techinique, the teacher had the chance to reflect on her pedagogical activity and tried to resignify her teaching strategies, as she exposed: it was my fault because I have a lot of very good students in mathematics [$] now I pay more attention to them when they are doing their activities. Those and other sayings directed us to hypothesize changes appropriated by her, which contributed to qualify her practice. During ACS experience, the teacher-subject was provoked to answer questions about her previous activities, reflection, mobilization, conflicts, to create possibilities to cause changes. We identify, during the process, the existence of four resignification movements in her pedagogical practice. Those movements have revealed how productive can be ACS technique to generate reflections and resignifications on researched subjects. Perception, analysis and theorization achieved during those movements have provided theoretical reflection to pedagogical activity. We expect that the conclusion here presented can contribute to provide discussions in different contexts of teacher formation courses: graduation or post-graduation or any other related area / A presente tese tem como objetivo geral identificar e apreender os sentidos e significados produzidos pela professora de uma escola pública acerca da sua atividade pedagógica, tendo como foco as estratégias de ensino utilizadas durante as aulas. Fundamentamos esse trabalho nos pressupostos teórico-metodológicos da Psicologia Sócio-Histórica de Lev S.Vigotski e colaboradores e da Clínica da Atividade de Yves Clot. Destacamos algumas categorias essenciais para compreendermos os elementos de sentidos da professora pesquisada, tais como: atividade, mediação, sentido e significado e subjetividade. As informações foram produzidas por meio dos seguintes instrumentos: entrevistas semi-estruturadas e vídeogravações. Para discussão das vídeogravações, utilizamos o procedimento de Autoconfrontação Simples. No que se refere à análise da produção das informações, tomamos como base a proposta metodológica de Aguiar e Ozella (2006), a qual resultou em, primeiro lugar, no levantamento dos pré-indicadores que foram em grande número e, em seguida, articulamos e aglutinamos os pré-indicadores em indicadores. Por fim, a articulação desses nos núcleos de significação, para depois, efetuarmos a interpretação das informações. O lócus da pesquisa foi à cidade de Mossoró-RN. A escolha foi realizada por ser a cidade onde nascemos e residimos até hoje, além de entendermos que, como professora da Universidade do Estado do Rio Grande do Norte, temos um compromisso com a educação local. No início da produção das informações, no ano de 2008, a professora, sujeito desta pesquisa, lecionava uma turma do terceiro ano do Ensino Fundamental, acompanhando-a até o 5 ano. A partir das Autoconfrontações Simples, a professora foi refletindo sobre a sua atividade pedagógica e procurou ressignificar suas estratégias de ensino, conforme depoimento: falha minha porque tenho alunos ótimos em Matemática [...]. Agora estou prestando mais atenção quando os alunos estão fazendo as atividades. Essa e outras falas nos levaram a hipotetisar a ocorrência de mudanças fixadasapropriadas por ela, que contribuíram para qualificação da sua prática. Ficou evidente, durante as ACS, que o sujeito, quando é instigado a falar por meio de questionamentos sobre a sua atividade realizada, reflete, mobiliza-se, muitas vezes entra em conflito, gestando-se, assim, possibilidades de mudança. Identificamos, durante esse processo, quatro movimentos de ressignificação da atividade pedagógica da professora. Tais movimentos tornaram-se reveladores para compreendermos o quanto a técnica metodológica de ACS pode gerar reflexões e ressignificações do fazer do sujeito pesquisado. A percepção, a análise e a teorização que realizamos a respeito dos movimentos nos permitiram a produção de reflexões teóricas sobre a atividade pedagógica. Esperamos que a conclusão desta pesquisa venha contribuir e fortalecer com as discussões nos cursos de formação de professor, quer nos cursos de licenciaturas, onde atuamos, quer nos cursos de pós-graduação, voltados para está área

Made available in DSpace on 2016-04-28T20:56:29Z (GMT). No. of bitstreams: 1 Raquel de Godoy Retz.pdf: 817499 bytes, checksum: 3a5a92a7c1feee288e37fb44e4523d39 (MD5) Previous issue date: 2012-05-14 / The main goal of this study is to understand the self-confrontation as a possibility of reflection and movement in the performed activity the practice during the trainee period. Considering the theoretical and analytical categories of Dialectical Historical Materialism, and studies about the activity , according to the theory of Clinical Activity by Yves Clot, the study proposition is focused on the self-confrontation technique, with some changes proposed by this researcher. Two pedagogy students (trainees) are recorded while teaching and, then, go through the self-confrontation stage, in which they watch their own practices during the recorded classes. The researcher questions about the classes, makes propositions and gives suggestions about those practices. The focus on the self-confrontation technique as an appropriate tool for the formal education of teachers is based in theories which consider reflection as the main part of the professional education process. During the analysis of the self-confrontations, the points of observation are the reflections expressed by the trainees and their movements, the variations of activities, and the comparison between self-confrontations / O objetivo principal desta pesquisa é compreender a autoconfrontação como possibilidade de reflexão e movimento, na atividade executada - o estágio. Considerando as categorias teóricas e de análise do Materialismo Histórico Dialético, e estudos sobre a atividade , conforme a teoria da Clinica da Atividade de Yves Clot, a proposta de estudo está focada na técnica da autoconfrontação com as alterações propostas pela pesquisadora. Duas alunas de pedagogia- estagiárias - são filmadas dando aulas, depois, passam pela etapa da autoconfrontação, e assistem trechos de suas aulas. A pesquisadora questiona-as sobre suas atividades na sala de aula e intervém com propostas, opiniões e questionamentos. O enfoque na técnica da autoconfrontação, como possível ferramenta na formação inicial de docentes, apoia-se em teóricos que consideram a reflexão como principal quesito no processo de formação profissional. Na análise das autoconfrontações, o centro de observações é as reflexões expressadas pelas estagiárias, os movimentos, mudanças de atividades, na comparação entre as autoconfrontações

Made available in DSpace on 2016-04-28T20:56:37Z (GMT). No. of bitstreams: 1 Marilia Alves Facco.pdf: 1744917 bytes, checksum: 5f82093440598fb3dcf7cae777fad51c (MD5) Previous issue date: 2013-05-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed to examine the appropriation by a teacher of the guidelines of an educational program called "Read and Write," offered by the Office of Education of the state of São Paulo, checking whether and how that learning was incorporated into her professional activity. Similarly, it was tried to grasp the senses and meanings constituted by this teacher to her teaching profession. The theoretical approach of the sociocultural psychology was used, as well as that of the French clinical activity. The study was conducted in a public elementary school, located in the district of Brasilândia, São Paulo, SP, Brazil. After discussing the investigation with school s managers and the group of teachers, one of them, who taught at the 1st grade, agreed to be involved in it. The strategies for collecting information, interviews with the teacher, classroom s observations, video recordings of the teacher s classes and simple self-confrontation were used. Of all the video recorded classes, the teacher chose three episodes of approximately 10 minutes each, all of them watched and discussed between her and researcher. In data analysis, the core meanings of the teacher s discourse were constituted, as suggested by Aguiar and Ozella (2006). The results pointed out that the senses and meanings attributed by the teacher to her teaching activity were strongly linked to the pleasure of teaching, and to the feelings of security that the profession gave to her. In addition, it was shown that the teacher found difficulties in articulating the program s theory to her daily practices. Although believing that she had a constructivist practice, her activities were still a blend of traditional and constructivist teaching. These problems were connected to the difficulties encountered by teachers in continuing education, since the person responsible for leading it (called in Brazil educational coordinator ) was not adequately trained for this task. The simple self-confrontation allowed the teacher to observe herself performing her educational activities and discussing them with the researcher, what permitted her to initiate a process of evaluation of her own conduct, postures and attitudes in relation to the pupils. Moreover, the participation in the research provided the teacher an opportunity for creating new senses and meanings for her Professional activities. As a consequence, she could transform them in a way more compatible with the ideas of the "Read and Write" Program / Este trabalho buscou analisar como se dá a apropriação das diretrizes de um programa educacional o Programa Ler e Escrever (oferecido pela Secretaria de Estado da Educação de São Paulo), verificando se e como esse aprendizado era incorporado à atividade profissional de uma professora de ensino fundamental I. De igual maneira, buscou-se apreender os sentidos e significados atribuídos à atividade docente. O referencial teórico adotado foi o da psicologia sócio-histórica e o da clínica da atividade. A pesquisa foi realizada em uma escola pública estadual de Ensino Fundamental I, situada no bairro da Brasilândia, na cidade de São Paulo. Após conversa com as gestoras e com o grupo de professores, uma das docentes do 1° ano aceitou participar do estudo. Como estratégias para a coleta de informações, foram utilizadas entrevistas com a professora, observações, videogravações de suas aulas e autoconfrontações simples. De todas as aulas videogravadas, a professora escolheu três delas; os materiais foram editados e transformados em episódios de, aproximadamente, dez minutos, os quais foram vistos e discutidos pela professora e pela pesquisadora. Na análise dos dados, foi empregada a proposta de núcleos de significação (AGUIAR; OZELLA, 2006). Foi possível perceber que os sentidos que a professora atribuía à atividade docente estavam fortemente atrelados ao prazer sentido em lecionar e à segurança que a profissão lhe proporcionava. Contudo, encontrava dificuldades para articular a teoria que embasava o Programa com suas práticas cotidianas. Apesar de almejar uma prática construtivista, suas atividades ainda eram marcadas pela mescla entre ensino tradicional e construtivista. Esses entraves estavam ligados, também, às dificuldades encontradas pela docente nos momentos de formação continuada, em razão do despreparo da coordenadora pedagógica. A autoconfrontação permitiu que a professora, se observasse e discutisse sua atuação com a pesquisadora, o que resultou num processo reflexivo sobre sua conduta, suas posturas e suas atitudes frente aos alunos, oportunizando uma ocasião para ressignificar sua prática, rumo à constituição de novos sentidos para sua atividade profissional