Sense and political pedagogical project: pedagogical activity analysis from a historical cultural psychology

Author(s)

Flávia da Silva Ferreira Asbahr

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Psicologia (IP/SBD)
• Defense date: 2005-03-29

Examining board members

Marilene Proenca Rebello de Souza; Manoel Oriosvaldo de Moura; Elenita de Ricio Tanamachi

• Advisor: Marilene Proenca Rebello de Souza
• Field of knowledge: Humanities - Psychology
• Indexed in: Banco de Dados Bibliográficos da USP-DEDALUS; Biblioteca Digital de Teses e Dissertações - USP; Index Psi Teses - IP/USP
• Location: Universidade de São Paulo. Biblioteca do Instituto de Psicologia; BF38; A799s

Abstract

This research aims to study the process of sense attribution to the public elementary school teacher's pedagogical activity through the study of this activity motives. By focusing the pedagogical activity we also intend to find the political pedagogical project function and importance in the organization of pedagogical actions. For doing so, this work has as theoretical basis on the cultural-historical psychology (Vigotski, Leontiev, Luria et al.), more specifically, the contribution of authors who were dedicated to the study human activity as the central unity of the concrete individual's life, or else, the general psychological theory of activity (Leontiev, Davidov et al). Our study has been centered on scholar daily routine observation of a public elementary school that aimed to build its political pedagogical project and link it with the developed pedagogical actions. Inspired in the case study of the ethnographic perspective, there were used the following investigation procedures: participant observation, documents analysis and interviews with teachers. During the process of data analysis we have organized the obtained information in three major contexts: "Scholar Organization", "In search of the political pedagogical project" and "Attribution of sense to the pedagogical activity". In the first two contexts we have presented the ways that school professionals organize their activities and pedagogical actions and have pointed out the difficulties in the construction of a political pedagogical project, the fragmentation production of pedagogical work and the possibilities of alienation overcoming. In the last context, as from two teachers professional trajectory, we have analysed the process of sense attribution to the pedagogical activity. Interviewed teachers reveal the ruptures between the social meaning and the sense, between the activity motives and the actions objectives and express these scission not only orally but also physically and emotionally. In a contradiction, they also indicate elements in their work and in scholar organization that reveal possibilities of relationships establishment conscious with men universality, for beyond the singular-particular relation. Thus, the analysis reinforces the construction of the political pedagogical project understood as activity, as one of the possible elements of teaching humanization, or else, as an area of resistance to the disintegration between social meaning and sense given to the pedagogical activity. (AU)