A reconstrução do trabalho docente pela participação ativa e constante do professor no processo de (co)análise da própria atividade

Abstract

This paper aims to present the methodological process adopted in a doctoral research (Magalhães, 2019) carried out with two language teacher educators at the State University of Ceará (UECE). In order to (co)construct the discursive corpus, the researcher resorted to the selected dialogues produced during the theoretical-methodological process of self-confrontation, as well as to a 10-hour training course carried out based on the assumptions of the clinical and ergonomic activity approaches. The chosen methodology allowed some reflection on how corpus construction can be made, along with its protagonists, in an interventional research based on the principles of Bakhtinian dialogism and Vigotskian cultural-historical theory of human development. We conclude that, to be detected, a phenomenon needs to be reflected within a socio-historical dynamic; also, the active and constant participation of each professional in a self-confrontational (co)analytical process would enable a greater understanding of work activity, mobilizing its recreation and/or its transformation.

Keywords

• ergonomics activity
• clinic of activity
• self-confrontation
• activity co-analysis