Teaching and teacher's professionalization: the relationship among language, development and work

• Grant number: 07/07951-0
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2008
• End date: June 30, 2010
• Field of knowledge: Humanities - Psychology - Human Development Psychology
• Principal Investigator: Ana Lúcia Horta Nogueira
• Grantee: Ana Lúcia Horta Nogueira
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

In this proposal, we focus on the question of teacher´s work, considering his/her participation on the complex institutional dynamics as articulated to the teacher's development (Vygotsky e Bakhtin). According to our theoretical conception of the teacher's work, comprehended "in the psychological, cultural and symbolic universe", in the tension between "professional orthodoxy and individual stile", we ask: How the teacher takes control of the teaching practices in day-by-day working situations? How to explain the ways to incorporate or transgress the institutional practices? How to understand the resistances and frustrations expressed by the teacher? In which way can the teacher be articulated to the others and collectively produce alternative forms of professional actuation? In order to comprehend the dimensions present in the construction of the working activity, we propose the following objectives for this research: (i) the discussion about teaching as work, professionalization of the teachers, and appropriation of institutional working practices (considering the studies in the sociological and psychological fields - Antunes, Clot, Faïta, Bronckart), (ii) the description and analyses of situations and representations of teacher's work and (iii) the explanation of the discursive net in and about teacher's work. Related to the empirical research, we propose to discuss the teacher's work through the data collected with professionals in different positions and stages in their career. From a discursive perspective, we will analyze teaching as work as a way to comprehend the psychological function of working. (AU)