The teacher work and the adult psychological development

• Grant number: 12/13905-9
• Support Opportunities: Scholarships abroad - Research
• Start date: January 07, 2013
• End date: May 12, 2013
• Field of knowledge: Humanities - Psychology - Human Development Psychology
• Principal Investigator: Ana Lúcia Horta Nogueira
• Grantee: Ana Lúcia Horta Nogueira
• Host Investigator: Jaan Valsiner
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil
• Institution abroad: Clark University, United States

Abstract

This proposal aims at developing a post-doctoral visit, in the position of Visiting Scholar at the Frances L. Hiatt School of Psychology at Clark University (Worcester, MA, USA), under the supervision of Prof. Dr. Jaan Valsiner, from January thru May/2013. The studying plan is part of a broader research project in progress, entitled as "The constitution process of the teacher work in the context of the deployment of new educational proposals", and intends to discuss theoretical and methodological aspects with the objective of deepening the analyzes concerning the psychological processes, the use of technical-semiotic instruments related to the working activity and the constitution of the mediated activities. To achieve its goal, it retakes the discussion of various topics of the teacher work, from a cultural-historical conception of human development and the discursive perspective (Vygotsky, 1995; Bakhtin, 1986, 1997), and from the contributions of the French ergonomics approach to the analysis of the working (Bronckart, 2006, 2009; Clot, 2001, 2006a, 2006b, 2010; Machado, 2004, 2007, Machado-Tardelli and Abreu, 2009; Bronckart and Machado, 2005; Schwartz, 2000; Souza-e-Silva, 2004; Souza -e-Silva and Faita, 2002). In theoretical and methodological terms, this studying plan considers the "centrality of semiotic mediation" in the development of higher psychological processes, as pointed out by Vygotsky, and focuses at the constitution of teacher work in situations involving the deployment of educational proposals as a way to understand how the activity of the teacher is mediated by certain technical and semiotic instruments, how the didactic and curriculum proposals can be appropriated and transformed into instruments of "psychological function of work" (Clot, 2006a): the work of teaching and learning through the control (planned and intentional) of the activities of the teachers and their students. (AU)