A complexidade do trabalho docente em alfabetização: tessituras de um coletivo de alfabetizadoras

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2024-06-05

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Universidade Federal de Goiás

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This thesis examines the teaching practices of literacy teachers, with a focus on the dimensions of activity identified by Yves Clot: personal, interpersonal, transpersonal, and impersonal. The thesis presented is that the challenges observed in a group of literacy teachers reflect and relate to issues and problems that are specific to the macro-level organization of work. This organization hinders the profession and acts as a barrier to the development of the teachers' own activities. To comprehend this movement, a case study was conducted in 2023, which focused on the work of a group of literacy teachers teaching 1st and 2nd grade in a Full-Time School (EMTI) that serves the initial years of elementary school in the Rede Municipal de Educação de Goiânia (RME). The objective of this study is to gain a better understanding of the work of literacy teachers, based on the studies of the Activity Clinic. The focus is on the work of Yves Clot, and this perspective, in dialogue with authors from the Clinics of Work, can lead to a deeper understanding of the working conditions and the individual and collective engagements involved in the activity of literacy teachers. In methodological terms, we conducted a literature review and analyzed the guidelines provided to literacy teachers for their work. We also utilized semi-structured interviews, coaching, simple self-confrontation, and observation of teaching practices to analyze the work experience of the members of this collective. The study highlights the various aspects of a literacy teacher's work, including the rules of the trade, tool production, instrument and resource utilization for children's writing acquisition, the teacher's language, prudent know-how, pedagogical values and meanings, appreciation for work, recognition of a job well done, team self-regulation, and the importance of working relationships. However, there were contradictions and challenges regarding the organization of pedagogical work within the educational institution and the management of the school network. Such issues have an impact on the teaching activity, constituting either a source of impediment, or a source of development of the activity, materializing as a resource for literacy teachers to overcome the challenges imposed by the profession.

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SOUZA, O. R. A complexidade do trabalho docente em alfabetização: tessituras de um coletivo de alfabetizadoras. 2024. 297 f. Tese (Doutorado em Educação) - Faculdade de Educação, Universidade Federal de Goiás, Goiânia, 2024.