O trabalho docente : sua representação para o professor de língua portuguesa nos cursos de ciências sociais aplicadas da UEG

Abstract

The analysis and reflection on the representations of the teaching work is supported by the responsibility that professors feel to problematize issues related to their teaching practice and to contribute to the crystallization or transformation of these representations. Considering the assumptions of Socio-discursive Interactionism (ISD), this study aims to investigate the representations expressed in teaching by the professors of Portuguese Language of the Courses of Applied Social Sciences at the State University of Goiás. In this perspective, this study is justified by social meanings (re)constructed by professors – throughout their careers – working in a different area of their training. To achieve its aim, this study is based theoretical and methodological on Socio-discursive Interactionism (BRONCKART, 2008; 2009), Activity Clinic (CLOT, 2001; 2006), the conception of teaching work and labor (MACHADO, 2004; 2008; 2011) and the qualitative-interpretative approach (BORTONI-RICARDO, 2008; DERRIDA, 1976; MOITA LOPES, 1994). The córpus consists on six (06) interviews with Portuguese Language teachers from the State University of Goiás (UEG). The results indicate that the experiences of professors in their work are revealed in the interviews’ text and refer to the representation of their work. Considering this, they should be understood based on the analysis of three levels: organizational, enunciative and semantic. The analysis of enunciative mechanisms (voice and modalizations) makes it possible to verify the expression of the attitude of the subject in relation to what is said. It is concluded, therefore, that the investigation will unveil several and complex meanings about the teaching.