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Previous issue date: 2015-08-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This study discusses work activities of graduated and in training Portuguese Language teachers (PL), regarding how the relationship between theory and practice is established. In this sense, we mainly aim to investigate, from an enunciative-discursive analysis, how the dialogue between established and invested knowledge in the activities of Portuguese Language teachers is in order to contribute to the (ac)knowledgment on the complexity of teaching activity. As specific objectives we propose: (a) to provide visibility, via discursive analysis, to the debate of rules which constitutes Portuguese Language teachers? work, especially the debate between the foregoing rules and renormalizations, trying to understand facets of the complexity of their work activities; (b) to investigate the conceptions of language presented by (graduated or in training) Portuguese Language teachers in order to understand how these views influence their practices; and (c) to grasp some characteristics of Portuguese Language teachers? activities so that we can understand how this activity is conducted in the classroom. Therefore, we discuss the following question: How does the relationship between academic and practical knowledge in teaching activities emerge in the discourse of PL teachers from both those who are graduated and work at high school, and those who are still in training? From the theoretical point of view, this study is essentially based on the dialogical theory of discourse (BAKHTIN, 1929/1997, 1934-1935/1998, 1952-1953/2003, 1959-1961/2003, 1970-1971/2003, 1920-1924/2010, 1974/2003; BAKHTIN/VOLOCH?NOV, 1929/2006), whose basic principle is the fact that dialogism pervades each and every act of language. With this approach we articulated studies in work sciences (FA?TA, 2004, 2005; SCHWARTZ, 2000, 2006, 2007a, 2007b; AMIGUES, 2004), especially the ergological perspective, which emphasizes that all labor activity is heterogeneous and dynamic, since it consists of a constant debate between prior knowledge and renormalizations (SCHWARTZ, 2006, 2007). To develop the research, we relied on the collaboration of two high school teachers of a public school and three in training teachers, who have scholarships from Programa Institucional de Bolsas de Inicia??o ? Doc?ncia in the same school, who talk about their teaching in three steps: (a) individual interviews, (b) questionnaire and (c) discussion group. The material produced in different instances were selected and organized from three themes: (a) The constitution of Portuguese language teacher?s work activities: between theory and practice; (B) Conceptions of language and teaching: between grammatical and discursive approaches; and (c) Difficulties in teaching and in the initial and continuing education process. Results point to the fact that, although the subjects have different stories and experiences with regard to how the dialogue between established and invested knowledge in Portuguese Language teachers? activities takes place, complexity and conflicts are intrinsic to it. This is mainly due to the fact that teaching practice for both graduated and training teachers is made of conflicts of different values: there is a constant tension between traditional teaching voices and Linguistic studies current voices influencing the construction of teachers? established knowledge. / O presente estudo problematiza a atividade laboral do professor de L?ngua Portuguesa (LP), j? formado e em forma??o, no que diz respeito ao modo como se d? a rela??o entre teoria/ pr?tica. Nesse sentido, temos como objetivo geral investigar, a partir de uma an?lise enunciativo-discursiva, como ocorre o di?logo entre saberes institu?dos e saberes investidos na atividade de professores de L?ngua Portuguesa, visando contribuir para o (re)conhecimento acerca da complexidade da atividade docente. Como objetivos espec?ficos, propomos: (a) dar visibilidade, via an?lise discursiva, ao debate de normas que constitui o trabalho do professor de L?ngua Portuguesa, em especial o debate entre as normas antecedentes e as renormaliza??es, buscando compreender facetas da complexidade de sua atividade laboral; (b) investigar as concep??es de linguagem apresentadas pelos professores de L?ngua Portuguesa (j? formado ou em forma??o), com vistas a compreender de que forma essas concep??es influenciam as suas pr?ticas; e (c) apreender caracter?sticas da atividade do professor de L?ngua Portuguesa, de modo a compreender de que maneira essa atividade ? conduzida em sala de aula. Para tanto, discutimos a seguinte quest?o: Como a rela??o entre os saberes acad?micos e pr?ticos na atividade docente emerge no discurso de professores de LP, tanto os j? formados, que atuam no n?vel m?dio de ensino, quanto os que est?o em processo de forma??o? Sob o ponto de vista te?rico, este estudo est? embasado, essencialmente, na teoria dial?gica do discurso (BAKHTIN, 1929/1997, 1934-1935/1998, 1952-1953/2003, 1959-1961/2003, 1970-1971/2003, 1920-1924/2010, 1974/2003; BAKHTIN/VOLOCH?NOV, 1929/2006), cujo princ?pio b?sico diz respeito ao fato de que o dialogismo perpassa todo e qualquer ato de linguagem. A essa abordagem, articulamos estudos realizados pelas ci?ncias do trabalho (FA?TA, 2004, 2005; SCHWARTZ, 2000, 2006, 2007a, 2007b; AMIGUES, 2004), em especial a perspectiva ergol?gica, que ressalta que toda atividade laboral ? heterog?nea e din?mica, pois ? constitu?da por um debate constante entre saberes pr?vios e renormaliza??es (SCHWARTZ, 2006, 2007). Para o desenvolvimento da pesquisa, contamos com a colabora??o de duas professoras de uma escola p?blica de ensino m?dio e tr?s professoras em forma??o, bolsistas do Programa Institucional de Bolsas de Inicia??o ? Doc?ncia na mesma escola, que verbalizaram sobre o seu fazer docente em tr?s etapas: (a) entrevistas individuais, (b) question?rio e (c) grupo de discuss?o. O material produzido nas diferentes inst?ncias de dizer foi selecionado e organizado a partir de tr?s temas: (a) A constitui??o da atividade laboral do professor de L?ngua Portuguesa: entre a teoria e a pr?tica; (b) Concep??es de linguagem e de ensino: entre as abordagens gramatical e discursiva; e (c) Dificuldades no trabalho docente e no processo de forma??o inicial e continuada. Resultados apontam para o fato de que, apesar de os sujeitos possu?rem diferentes hist?rias e experi?ncias, no que diz respeito ? forma como ocorre o di?logo entre saberes institu?dos e saberes investidos na atividade de professores de L?ngua Portuguesa, o car?ter complexo e conflituoso ? intr?nseco. Isso deve-se ao fato, principalmente, de que o fazer docente, tanto dos professores j? formados, como tamb?m dos que est?o em processo de forma??o, constitui-se a partir do embate de valores distintos: h? uma tens?o constante entre vozes do ensino tradicional e vozes dos estudos lingu?sticos atuais influenciando a constru??o dos saberes investidos dos docentes.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6750 |
| Date | 28 August 2015 |
| Creators | Hinz, Josiane Redmer |
| Contributors | Di Fanti, Maria da Gl?ria Corr?a |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Letras, PUCRS, Brasil, Faculdade de Letras |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 8447345070736321569, 600, 600, 600, 600, -2856882280194242995, -5409419262886498088, 2075167498588264571 |
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