The notion of Queensland as a ‘Smart State’ is the Queensland Beattie Government’s response to global conditions that require a new type of worker and citizen for a new knowledge economy. The role of education in the success of the ‘Smart State’ is clearly outlined in the Queensland Government’s vision statements and policies, identifying teachers as a key factor in the production of this new type of worker and citizen. In this study I explore the relationship between Queensland’s Smart State policy and the daily practices of teachers as they are implicated in the building of a ‘Smart State’. The study takes place during what is unquestionably the largest and most comprehensive reform effort to be imposed on Queensland schools and teachers, under the auspices of a ‘Smart State’. The research includes policy analysis of two key Smart State documents, and fieldwork involving semi-structured interviews, observations and artefact collection of the work of two primary school teachers. Using Fairclough’s theories regarding the relationship between discourse and social change, it is possible to show how changes occurring in contemporary organisations are related to changes in discourse, in particular, those surrounding the discourses of a ‘knowledge economy’ or ‘globalisation’. The ‘Smart State’ is conceptualised in this study as regimes of discourses that may produce new practices and new ways of acting and being (Fairclough, 2001a). The interdiscursive, linguistic and semiotic strategies used in Smart State policy are analysed to show how this discourse is emerging into a hegemonic position, while identifying the dominant discourses reiterated in the policy as necessary skills for a new type of worker. These discourses are mapped onto those identified through the fieldwork of teachers’ daily work practices to determine if Smart State discourses are becoming apparent in teachers’ work. This study is significant because it makes visible the current relationship between the discourses of the ‘Smart State’ and teachers’ daily work. In this current climate of rapid change and economic survival it is important that the operationalization of a ‘Smart State’ can be attributed to teachers’ work as new ways of acting and interacting become a part of their daily practices.

The aim of this study is to enlarge knowledge concerning teachers´ knowledge creation in their everyday practices. Of central importance are questions concerned with what a teacher’s daily work looks like, to what areas does the knowledge a teacher develops in her/his daily work belong and what is their content. The major area of interest involves how the day-to-day knowledge is created as well as which type of teaching that dominates. The study is based on ethnographic fieldwork. That implies the use of a wide range of data from different sources, in my case, participating observations, different kinds of interviews and informal conversations. I followed two senior level teachers over time, one for half a year and the other for almost a whole year. Teachers´ work. The results show that teachers’ work is immediate, unpredictable, intensive and oriented by action. The relational character of the work is in focus however. Teacher’s work on building relationships with their pupils is continuously ongoing the whole time and everywhere. Relationships are created and upheld. The teaching, which is the teachers’ main task, does not take the pure form that one could assume but in many respects consists of relationships, even if at a first glance this does not appear to be the case. I have found that beyond a teacher’s actions there is often a relationship-based explanation. Yet another task that takes another form than that one could imagine and that is continually present in the everyday work is that which I call work related to grade-setting. Teachers´ knowledge. I have discovered a number of dimensions of teachers’ practical knowledge that can be considered as ”new”. These originate principally from two main areas: Pupils and teaching. The pupil-related knowledge consists of four categories: individual knowledge, “reading” knowledge, relational knowledge and care knowledge. The teaching-related categories of knowledge are: tactical didactic knowledge, subject-didactic knowledge, meta-knowledge and survival knowledge. I regard all these forms of knowledge as contextual. They are also personal as they are created by the teacher in a unique environment. My impression is that the forms of knowledge are also use-oriented and that most of them comprise a social dimension. Teachers´ knowledge creation. My findings show that teachers´ knowledge creation in everyday practice takes place within three areas, relational work, practical didactic improvement and work related to grade-setting. What I mostly find in the teachers is knowledge creation of an extremely refined manner. They test, adapt, change and improve both for their own sake and for the pupils. I use the term refinement learning for this process. Most of the knowledge creation in teachers takes place through interaction foremost with individuals, but even with texts and objects. This is explained by the profession’s relational character. The situations the teachers are involved in are never exactly the same but demand modifications to strategies previously used. Learning is here seen as invite-initiated and is best understood from a situated perspective. The interplay processes alone however cannot explain the knowledge creation that occurs. The teachers’ reflections about their teaching, which lead to new lesson elements is one example. The creation of knowledge can then best be explained from a constructivist perspective even if it also has its origin in interactive situations. Here, learning is more self-initiated. Knowledge creation can be regarded as necessary, as all the situations the teacher is involved in require solutions. They can also be regarded as natural situations as the teacher is obliged to promote both the pupils’ learning and development. This forces them to formulate explanations in all possible ways and means so that the pupils understand, as well as their creating a favourable environment so that both learning and development are encouraged. Thus teachers’ knowledge creation arises when they are working. They must learn in order to be able to handle the job itself.

How has teachers’ work changed during the 20th century? This question is addressed in this dissertation that deals with two aspects of teachers’ work: moral education/discipline and care. The two aspects relate to two distinct, yet sometimes interconnected problems: the norm-breaking and the suffering child. Drawing on a rich source of material, consisting of handbooks, magazines and journals for teachers, interviews, life histories, school memories, novels, commission reports etcetera, and theoretically interpreted within a frame of mentalities, modernity and institutional features of schooling, the process of change is described in terms of contrasts between “the past” and “the present” or between the modern and the late modern condition. The results are presented in two parts, dealing with discipline (part II) and care (part III). Part II deals with changes in the meaning of discipline or moral education by focusing on the changes of what has been seen as a discipline problem, and the ways in which discipline problems can be counteracted. The question of the meanings of discipline problems is first illustrated by the “rise and fall” of the lying school child. The emphasis is on the ways in which the lie was held to be problematic in the early 20th century, but the fundamental aim is to understand the process of change whereby lies came to be seen as less important and dramatic as a problem for moral education. The meaning of discipline is further analysed in a study of conceptions of the school class. Contrasting the concept of bullying with the idea that the school class is characterised by a high level of solidarity (common in the first part of the 20th century), the changes of moral education are analysed. Further, the transformations of the school punishment are discussed, with a focus on ideas on the good punishment. After concluding the chapters on moral education, the focus shifts towards the teachers’ responsibility toward the suffering school child (part III). The point of departure here is that the problem of the suffering school child is not a self evident problem in the same way as the problem of the norm-breaking child. This means that the analysis of changes in caring relationships in schools has to focus on the ways in which suffering is made visible as a responsibility for the teachers. First there is an analysis of how the attitudes towards the value of being happy at school can shift historically, and how these changes can be related to shifting views on schooling as a phase of preparation. Further the process of making suffering visible is investigated. It is argued that contemporary teachers are both expected to and able to see the suffering of the child in a new way. Another chapter deals with school hygiene and “crisis pedagogy”. These are two different ways of speaking about what it means to work for wellbeing in schools that belong to two different historical time periods. The two projects are both about wellbeing, but the first had “sickness” as the fundamental concept, whereas the later has “sorrow” as its fundamental concept. The former is characterised by a belief in progress and segregation, whereas the latter is characterised by a belief in inclusion and close personal relationships. In describing aspects of teachers work that have often been perceived as difficult to handle, the dissertation’s object, in the widest sense, is to give new perspectives on the meaning of working conditions, and by implication, the historical changes of these conditions. In an even more general sense the aim is to give new perspectives on schooling in late modern societies.

New national curriculums are issued in order to change the present state of the educational system in a nation. In 2011 the old curriculum, the Läroplanen för de frivilliga skolformerna (LPF94) was replaced by the Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011 (GY11). As future teachers we are interested in how a new curriculum affects the work of teachers concerning planning, teaching and examination from the teacher’s point of view. We conducted interviews with five teachers working at upper secondary schools (16-19 year olds) in Kalmar county. Our theoretical framework is based on curriculum theory and concepts of Leonard Bernstein: framing and classification. The interviews were conducted very freely, we had a couple of base questions and the teachers had the opportunity to elaborate their own thoughts, without us steering them too much. It is their experience and concerns we are interested of after all. We have then made sure their anonymity by addressing them by letters (in order of conducted interview), not mentioning their working place or gender. The only information present is how long they have worked as teachers and their subjects. Three of the teachers experience a different pattern concerning co-operation and their teaching style in the classroom. While two of them have no such experience, more or less. What they all do experience is the expansion of the knowledge chapter in the curriculum. Now there is more knowledge the teachers must teach the pupils, but in the same amount of time as before. With much more to teach, one teacher especially expressed, there is more of a monolog in the classroom and less opportunities for current events in the world, in order to go through the now specific knowledge. Also, the new grades are tougher to achieve, more hard work is acquired just to pass. With the LPF94 different schools applied with different methods concerning working habits and view on teaching style, thus the LPF94 had a loose framing. This study concludes that the new curriculum promotes strong framing, the teachers work more as a unit now.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study versifies about the working time and the spare‟ time of municipal teachers from Santa Maria/RS. The objective of this study is to analyze and comprehend the time of teachers in the current configuration of the working world and of the educational reform. The dialectic historical materialism gives base to the study theoretical fundament. It consists in a mixed-method research using the Content Analysis and the IRAMUTEQ software as a support in the definition of the analysis categories. Three hundred twelve participants were obtained through questionnaire and other nine collaborators through the semi-structured interviews, during the year 2014. The results obtained prove the prolongation of the teachers‟ workload, contractual and paid, in and beyond the school space; the sub standardization and intensification of the teachers work; the destabilization of the teachers work with a stable‟ statute, among other aspects. It is concluded that in the reality observed it is not seen an interiorization between the life times, both qualified, complementary and necessary to the human being as constituting dimensions of being. However, an interiority ruled by the logic of the work intensification and sub standardization, in which times inter relate by invasion and the overlap of work and spare time, having available time to reach the extra class activity. / Este estudo versa sobre o tempo de trabalho e o tempo livre dos professores municipais de Santa Maria/RS. Objetiva analisar e compreender os tempos docentes na atual configuração do mundo do trabalho e das reformas educacionais. O materialismo histórico dialético embasa a fundamentação teórica do estudo. Consiste em uma pesquisa de métodos mistos, que se utiliza de Análise de Conteúdo e do software IRAMUTEQ como auxiliar para a definição das categorias de análise. Obteve-se 312 participantes por meio de questionários e 9 colaboradores através de entrevistas semiestruturadas, durante o ano de 2014. Os resultados obtidos comprovam o prolongamento da jornada de trabalho dos professores no e para além do espaço escolar, contratual e remunerado; a precarização e intensificação do trabalho docente; a desestabilização do trabalho docente com estatuto de estável , entre outros aspectos. Conclui-se que na realidade investigada não se constata uma interioridade entre os tempos da vida, ambos qualificados, complementares e necessários ao ser humano, enquanto dimensões constituidoras do ser, mas uma interioridade regida pela lógica da intensificação e precarização do trabalho, em que os tempos se inter-relacionam por invasão e sobreposição do tempo de trabalho sobre o tempo livre , tendo o tempo disponível que abarcar a atividade extraclasse.

Com interesse em captar as especificidades do trabalho docente, esta investigação visa analisar como o professor mobiliza uma série de recursos para instaurar o contexto de ensino e criar as condições de ingresso dos alunos nas atividades escolares propostas. O conjunto e a aplicação desses recursos compõem o gesto profissional nomeado emprego de dispositivos didáticos (SCHNEUWLY, 2009). Para compreender como são construídos esses dispositivos, investigamos as atividades aplicadas em uma turma de alfabetização ao longo de uma sequência didática planejada em torno do gênero textual parlenda, com o intuito de contemplar duas dimensões constitutivas do trabalho docente, a saber: i) sua natureza didática: as tarefas, os objetos de ensino visados e os instrumentos de ensino utilizados (SCHNEUWLY; DOLZ 2009); e ii) sua natureza interacional: como são organizados os comportamentos verbais e não verbais de alunos e professora materializados em sequências interacionais. (MEHAN, 1979). A geração dos dados consistiu no acompanhamento de aulas em uma turma de 2º ano do Ensino Fundamental de uma escola pública na região metropolitana de São Paulo, por meio de registros em áudio, audiovídeo e caderno de campo durante o primeiro semestre escolar de 2011. Toda a pesquisa foi realizada de maneira colaborativa entre alfabetizadora e pesquisadora, o que possibilitou compor um quadro detalhado do cotidiano escolar, de forma a compreender as regularidades e especificidades do contexto de atuação docente (HORIKAWA, 2008). A descrição dos dados aponta para os modos com que a professora alfabetizadora combina instrumentos de natureza diversa de modo a engajar a maior parte dos alunos na realização de tarefas. Nesse cenário, o texto configura-se como instrumento de trabalho central para o ensino do sistema de escrita alfabética. / Due to the interest of collecting particularities of teaching work, this research intends to analyze how the teacher uses several resources to establish an education environment that enables students to participate in the proposed activities. The set of resources and its application compose the teaching gesture called application of didactical devices (SCHNEUWLY, 2009). To understand how these devices are built, we analyzed the activities given in a classroom during a didactic sequence that was planned about parlenda (nursery rhymes) with the objective to consider two typical dimensions of teachers work: i) didactic nature: tasks, teaching objects targeted and didactical devices applied (SCHNEUWLY; DOLZ 2009) and ii) its interactional nature: how verbal and non-verbal behaviors between student and teacher are organized and then materialized in interactional sequences (MEHAN, 1979). The data generated was originated from the observation of a second year Elementary Class of a Public School in São Paulo area. The information was collected through audio, video and notes during the first scholar term in 2011. All the research was made in a collaborative way between researcher and teacher in charge of the class which allowed to depict a detailed description of everyday school life in order to understand the recurring and specific procedures applied by the teacher in charge (HORIKAWA, 2008). All data description points to the ways the teacher combines several kinds of instruments in order to engage the students to perform tasks. In this scenario the text appears as a central instrument of work for the teaching of the alphabetic writing system.

Made available in DSpace on 2016-01-26T18:49:57Z (GMT). No. of bitstreams: 1 DELZA DISSERTACAO DEFINITIVA_05_10 JAKELINE.pdf: 280260 bytes, checksum: 098c5c508da6c6fb59c74ab7c87ac379 (MD5) Previous issue date: 2014-06-26 / The changes in the sphere of the teachers work conditions has awakened worries of researchers, especially regarding to the professional s health as a fundamental aspect of the quality of education. One of the adversities the teacher has to face in school is the students behavior, sometimes characterized by apathy, demotivation and indifference towards the work routine and the demand to be productive. This way, this research has the goal of understanding the relations between indiscipline and the detrition of the mental health in the work of a teacher in Higher Education. Taking this into consideration, we sought a way to identify how the teacher defines the indiscipline and the mental detrition at work and analyze, from the teacher s speech, the relations between these variables. The methodology chosen to obtain this data was the research of qualitative investigation, in the genre of field research. The data collection was done through semi structured interviews, and, observations in the classroom. Ten teachers, from the first and fourth semesters of a Pedagogy degree in a private University in the state of Sao Paulo, took part in the study. The results show that for the teachers, the psychological struggle can be represented in four categories; i) high work load; ii) expectations with results; iii) non identification of their function as a teacher; and iv) lack of motivation from the students. When we discuss indiscipline, the teachers resort to terminologies like moral, respect, motivation, autonomy and indifference. More specifically in the observations, it was evident in the students behavior, as manifestations of indiscipline, parallel talks and inadequate use of technological distractions (cellphones and laptops). It s hoped that this research allows, from the comprehension of how the tutor lives with the questions related to the emotional struggle at work, provide assistance so that the intervention strategies are planned ahead. New investigations are recommended so that we can amplify the understanding about the existing needs for the accomplishment of the teacher s work. / As mudanças na esfera das condições de trabalho do professor têm despertado preocupações em estudiosos, especialmente no que diz respeito à saúde desse profissional como aspecto fundamental para a qualidade da educação. Entre as adversidades vivenciadas pelo professor na escola, destacam-se situações variadas que podem estar relacionadas ao comportamento dos alunos, muitas vezes caracterizados pela apatia, desmotivação e indiferença, à rotina de trabalho, à exigência pela produtividade. Dessa forma, a presente pesquisa teve como objetivo compreender as relações entre a indisciplina e o sofrimento psíquico no trabalho docente no Ensino Superior. Para tanto, buscou-se identificar como o professor define a indisciplina; investigou-se como o professor descrevia o sofrimento psíquico (desgaste mental) no exercício do seu trabalho e; analisaram-se, a partir do discurso docente, as relações entre a indisciplina e o sofrimento psíquico. A metodologia escolhida para a obtenção dos dados foi a pesquisa de investigação qualitativa, na modalidade de pesquisa de campo. A coleta dos dados se deu por meio de entrevista semiestruturada e observações participantes em salas de aulas. Participaram do estudo dez professores (as) do primeiro e quarto termos de um curso de Licenciatura em Pedagogia de uma universidade particular do interior paulista. Os resultados apontaram que, para os professores, o sofrimento psíquico pode ser representado por quatro categorias: i) sobrecarga de trabalho; ii) expectativas de resultados; iii) não identificação do professor com a função docente; e iv) falta de motivação do aluno. Já no que se refere à indisciplina, os professores recorreram às terminologias tais como moral, respeito, motivação, autonomia e indiferença. Mais especificamente nas observações, foram evidenciadas, nos comportamentos dos alunos, como manifestações de indisciplina, tais como as conversas paralelas, o entra e sai em sala de aula e o uso inadequado de aparelhos tecnológicos (celulares e notebooks). Espera-se que essa pesquisa permita, a partir da compreensão de como os docentes vivenciam as questões relacionadas ao sofrimento psíquico no trabalho, fornecer subsídios para que estratégias de intervenção sejam planejadas. Novas investigações são indicadas para que possa ser ampliado o entendimento sobre as necessidades existentes na realização do trabalho docente.

A presente dissertação lança um olhar sobre o trabalho do professor, levando em consideração o papel das prescrições por meio da análise de livros didáticos selecionados a partir do Guia de Livros Didáticos PNLD 2013. São utilizados referenciais teóricos que tratam da questão do trabalho docente (MACHADO e BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), bem como referenciais da Teoria Histórico-Cultural que auxiliem na discussão dos livros didáticos enquanto instrumentos mediadores prescritivos do trabalho em sala de aula. Foram utilizados o livro do professor e os manuais do professor de quatro coleções, buscando analisar o modo como o professor é discursivizado por elas. Por meio de uma análise de contexto de produção de livros didáticos, como parte de um dos objetivos da pesquisa, foram destacadas as diferentes vozes presentes nas orientações ao professor, e a quem elas se destinam. Acredita-se, também, que a pesquisa auxiliará na discussão de aspectos teórico-metodológicos para a análise de obras didáticas, uma vez que a produção científica que tem como foco central tal análise pouco tem trazido à tona discussões das possíveis implicações dos instrumentos mediadores prescritivos (no caso os livros didáticos) no trabalho do professor. As análises indicam que os livros didáticos têm ocupado um espaço bastante significativo em sala de aula, o que pode causar impactos sobre o trabalho do professor ao tomarem um espaço que poderia ser atribuído a ele. / By examining textbooks which have been selected according to the National Textbook Plan PNLD 2013, the present research analyzes the work of the teacher, taking into consideration the role of prescriptions. The theoretical framework for this study comprises references which approach the question of the teachers work (MACHADO E BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), as well as ones which, based on the Cultural-Historical Theory, can help carry out a discussion on textbooks as prescriptive mediational tools for the work carried out in the classroom. The teachers guide and the teachers manual of four textbook collections have been used in order to analyze how the teacher is discursivized by them. Through the analysis of the context of textbook production, as part of one of the objectives of this study, not only the different voices present in the teachers guidelines have been highlighted, but also to whom they are directed. It is believed that this research work will help in the discussion of theoretical-methodological aspects related to didactic material analyses, since the scientific production in this area has contributed very little in bringing up discussions on the possible implications of prescriptive mediational tools (in this case the textbooks) on the teachers work. The analyses indicate that textbooks have occupied significant space in the classroom, therefore impacting the work of teachers by taking up the space which should be attributed to them.

O presente estudo procura contribuir para as reflexões sobre o trabalho docente no ensino superior, no que se refere especificamente ao trabalho do professor formador. Nessa perspectiva, foi realizada uma investigação sobre as práticas de trabalho de uma professora do Curso de Licenciatura em Letras da Universidade Federal do Pará, no campus do município de Bragança. A pesquisa visa investigar como o trabalho da professora formadora se constitui, na articulação entre as esferas acadêmico-institucional e sociocultural nas quais se insere e a esfera da sala de aula. Intenciona também analisar como essa professora vem construindo sua (nova) trajetória profissional no contexto pesquisado, ou seja, como ela vem se tornando professora universitária, especificamente, formadora de professores nesse locus. Para isso foi desenvolvida uma investigação qualitativa, configurada como um estudo de caso e consubstanciada por meio da observação e do registro de práticas cotidianas de trabalho da professora formadora. A geração dos dados consistiu no acompanhamento das práticas docentes durante a efetivação da disciplina Estágio Supervisionado II, ministrada a uma turma cursando o sexto período da licenciatura. A observação e o registro dessas práticas ocorreram por meio do recurso a anotações em um diário de campo, gravações em vídeo (e/ou em áudio, em algumas situações) das interações com os alunos. Além disso, foram realizadas entrevistas com a professora, foi aplicado um questionário aos estudantes e foram coletados documentos escritos e digitalizados. Do ponto de vista teórico, a investigação mobiliza as noções de habitus e de campo, no âmbito dos estudos relativos às teorias da prática (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); estudos que abordam o trabalho docente (TARDIF; LESSARD, 2007; TARDIF, 2012); além de estudos que tematizam a docência no ensino superior (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, entre outros), o professor formador (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, entre outros) e a formação de professores (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, entre outros). O aporte teórico relativo ao conceito de contexto, conforme concebido por Hanks (2008), foi também mobilizado, para orientar os procedimentos de análise dos dados. O estudo constatou que, para desenvolver seu trabalho, a professora formadora precisa lidar com injunções de diversas ordens, relacionadas a fenômenos gerados tanto no âmbito da conjuntura institucional local quanto nas esferas mais amplas dos campos da educação superior, da formação de professores e das instituições escolares, requerendo a utilização de variadas estratégias a fim de acomodá-las e fazer acontecer o estágio. Isso revela como fenômenos gerados no plano institucional transformam-se em problemas com os quais a docente precisa lidar e acomodar no plano da relação pedagógica imediata. Evidenciou também que o processo de alinhamento da professora formadora ao habitus do novo campo profissional é atravessado pelas relações entre os processos de socialização anterior que, no âmbito da pesquisa, remetem principalmente à formação acadêmica e à trajetória profissional na educação básica e a socialização presente, no interior do novo campo de trabalho. / The present research searches to contribute to the reflections about the teachers work in higher education, related specifically to the work of the teacher educator. In this perspective, an investigation was done about the working practices of a professor from the teaching degree in Letters of Universidade Federal do Pará, at Bragança district campus. The research aims to investigate how the work of this teacher educator is constituted, in the interaction among the academic-institutional and sociocultural spheres in which it is inserted, together with the classroom sphere. It is also intended to analyze how this professor constructs her (new) professional trajectory in the researched context, that is, how she is becoming a university professor and, specifically, a teacher educator in this locus. A qualitative investigation was developed for this purpose, configured as a case study and embodied by the observation and register about the daily working practices of this teacher educator. The generation of data was based on the accompaniment of the teaching practices along the module of Supervised Internship II, applied to students from the 6th period of the teaching degree. The observation and register of these practices occurred by annotations in a field diary and video records (and/ or audio, in some situations) of the interaction with the students. Besides, interviews were done with the professor, a survey was applied to the students and written or digital documents were collected. From the theoretical point of view, the investigation mobilizes the notions of habitus and of field, in the scope of studies related to theories of practice (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); studies that approach the teachers work (TARDIF; LESSARD, 2007; TARDIF, 2012); besides studies that apprehend the teachers work in higher education (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, among others), teacher educator (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, among others) and the teacher education (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, among others). The theoretical approach related to the concept of context, as conceived by Hanks (2008), was also involved, to guide the procedures of data analysis. The study verified that, to develop her work, the teacher educator needs to deal with different types of injunctions, related to phenomena generated as in the scope of the local institutional situation, as in the wider spheres of higher education fields, of the teacher education and normal schools institutions, requiring the use of a variety of strategies to settle them and make the internship happen. This reveals how the phenomena generated in the institutional plan are transformed in problems with which the professor needs to deal and stabilize in the plan of the immediate pedagogical relation. It also evinced that the alignment process of the teacher educator to the habitus of the new professional field is crossed by the relations among former socialization processes which, in the scope of the research, are mainly referred to the academic formation and the professional trajectory in the basic education and the present socialization, in the interior of the new field of work.

Nos últimos anos, a atividade docente tem sido alvo de diversas pesquisas no campo educacional, e trabalhos variados, sob diferentes enfoques, buscam apontar métodos e concepções teóricas que resultem em fatores como eficiência e qualidade na educação. Contudo, poucos são os estudos que pontuam a atividade docente como trabalho numa perspectiva discursiva, já que, ao longo dos anos, essa profissão foi sócio-historicamente construída no imaginário coletivo como uma `missão, um `dom. Por isso, a dificuldade e a resistência de muitos em concebê-la como um trabalho na concepção geral do termo, ou seja, um agir humano planejado. O presente estudo tem como objetivo analisar os Conteúdos Básicos Comuns de Língua Estrangeira do estado de Minas Gerais, observando quais as representações sobre o trabalho docente esse documento prefigura. Como referencial teórico, valemo-nos das pesquisas desenvolvidas pelo Interacionismo Sociodiscursivo (ISD), (BRONCKART, 2003; 2004; 2006; 2008) pela Ergonomia da Atividade (AMIGUES, 2002 e 2004, SAUJAT 2002 e 2004), pela Clínica da Atividade (CLOT 2006, CLOT E FAITA 2000, FAITA, 2004) e pela perspectiva discursiva de ensino como trabalho (SOUSA-E-SILVA E FAITA 2002; MACHADO 2004, 2006, 2008, 2009, 2010; MACHADO E BRONCKART 2004; MACHADO E MATENCIO 2006; AMIGUES 2004; FILLIETAZ 2004). Metodologicamente, buscou-se aplicar os procedimentos utilizados pelo ISD na interpretação e análise de textos, desenvolvidos por Bronckart (1999/2003), Bronckart & Machado (2004) e Machado (2009). Os resultados apontam para uma concepção de o trabalho docente ser uma mera aplicação de técnicas e conteúdos pedagógicos desenvolvidos por outrem e que se estabelece de forma passiva em sala de aula. Da mesma forma, a figura do profissional docente é relegada a um segundo plano, ficando à sombra de artefatos, metodologias e recursos didáticos considerados os actantes principais deste contexto de interação. O estudo aponta ainda para a necessidade de reflexão sobre os textos de caráter prescritivo no campo educacional e sobre as representações neles veiculadas. / In recent years, teaching activity has been subject of several researches in education, many works, under different approaches, seeking to identify methods and theoretical concepts that result in factors such as efficiency and quality in education. However, there are few studies that punctuate the teaching activity as work, in a discursive perspective, since over the years, the profession was socio-historically conceited in the collective imagination as a `mission, a `gift. Therefore, the difficulty and resistance of many people about conceiving it as a work, in the general term conception, ie, a human action plan. The present study aims to analyze Common Basic Contents of Second Language in the state of Minas Gerais, noting that the representations of teachers work prefigures this document. As theoretical framework, we avail ourselves from research developed by Sociodiscursive Interactionism (ISD), (Bronckart, 2003, 2004, 2006, 2008) Ergonomic Activity (AMIGUES, 2002 and 2004, SAUJAT 2002 and 2004), by Clinic Activity ( 2006 CLOT, CLOT 2000 AND FAITA; FAITA, 2004) and discursive perspective of teaching as work (SOUSA-E-SILVA E FAITA 2002; MACHADO 2004, 2006, 2008, 2009, 2010; MACHADO E BRONCKART 2004; MACHADO E MATENCIO 2006; AMIGUES 2004; FILLIETAZ 2004). Methodologically, we sought to apply the procedures used by the Sociodiscrusive Interacionism about the interpretation and analysis of text Bronckart (1999/2003) and Bronckart & Machado (2004), Machado (2009).The results point to a conception of teaching profession as a mere application of technical and educational content developed by others and that is established passively in the classroom. Similarly, teacher profession is relegated to a second, overshadowed by artifacts, methodologies and teaching resources which are considered the main actants in this interactional context. The study also points to the need for reflection about prescriptive texts on educational field and their representations.