The practice of teaching in kindergarten: the teacher as a protagonist of transformations.

• Grant number: 13/16869-6
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Effective date (Start): January 01, 2014
• Effective date (End): December 31, 2015
• Field of knowledge: Humanities - Psychology - Occupational and Organizational Psychology
• Principal Investigator: Ana Luiza Bustamante Smolka
• Grantee: Ermelinda Maria Barricelli
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This research aims at mobilizing a group of kindergarten teachers to discuss their own work in order to overcome conflicts derived from the teaching practice. To address this question, this research applied methods developed by researchers at the Clinic of CNAM activity (Conservatoire National des Arts et Métiers) and by the ERGAPE (Ergonomie de l'Activité des Professionnels de l'Éducation). Such methods are known as self-confrontation and instruction to the double. In an innovative way, the texts produced during the training sessions will be analyzed as the training period unfolds. Furthermore, such texts will be used as resources for new dialogues. The analysis will be performed according to the procedures proposed by Socio-Discursive Interactionism (BRONCKART, 1997/2003, Machado e Bronckard, 2009) and will consider the following elements observed in the texts: 1) general infrastructure of the text (overall plan, thematic content, sequences and types of discourse); 2) mechanisms of textualization (nominal connection) and 3) enunciative mechanisms (voices). The relevance of this research lies on the possibility of promoting professional development in a group of teachers working in kindergarten by widening their power to act (Clot, 2008) as well as by overcoming conflicts related to pedagogical praxis and, in a methodological manner, by the unprecedented association of two lines of theory - science related to the working field and Socio-discursive Interactionism which are part of the intervention-training process.