Atividade do professor em sala de aula: uma análise das estratégias de ensino a partir da psicologia sócio-histórica

• Ano de defesa: 2011
• Autor(a) principal: Barbosa, Sílvia Maria Costa
• Orientador(a): Aguiar, Wanda Maria Junqueira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Psicologia sócio-histórica; Clínica da atividade; Sentindo e significado; Atividade docente; Estratégia de ensino
• Palavras-chave em Inglês: Socio-historic psychology; Clinical activity; Sense and meaning; Teaching activity; Teaching strategy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/15982

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