Trabalho e saberes docentes do professor de língua portuguesa em formação na modalidade a distância: uma análise a partir do interacionismo sociodiscursivo

Abstract

This study aims to understand the process of becoming a teacher in a distance learning Portuguese Language and Literature undergraduate course from the voice of a training teacher in this modality of education. In order to achieve this goal, placing us on the supervised training period, we tried to relate the roles occupied by the study participant, the knowledge considered by her as necessary to act as a teacher, and the instances in which the participant searches/finds grants to develop her work as a teacher. The theoretical approach is based onsocio-discursive interactionism (ISD), as understood by Bronckart (1999; 2006; 2008) combined with work sciences Ferreira (2000); Amigues (2004); Clot (2007; 2010); Souza-e-Silva (2002; 2004) and the important contribution of Tardif (2012) in regard to teaching knowledge. Data were obtained through two instruments: interview and instruction to the double, both procedures performed with a training teacher ofa distance learningLanguage course in direct interaction with the researcher. For data analysis, beyond the levels that comprise the ISD method, we used categories derived from Bulea (2010),Bulea-Bronckart et al. (2013) and Ilari (2010). As a result, we observed that the participant holds several roles: trainee teacher in elementary and high school; Language course student; former primary schoolstudent; former Pedagogy student; former member of the Regional Coordination of Education and school supervisor. In the role of a trainee, her work mobilizes diverse knowledge, especially the disciplinaryknowledge conceptual and procedural issues of Portuguese and the professionalknowledge philosophical and sociological educational foundations and aspects related to the interactionalteaching-learning conception. Furthermore, because it is a training situation, the pre-class action involves a curricular knowledge in the organization of educational planning. As for instances that are the basis for the teaching activities of the participant, there is the weight of her experiential knowledge built in the relationship with agents of primary school especially teachers who have marked the school life and the training supervisors and some disciplines of theLanguages course as well as of a course on genre held by the teacher. Given these aspects, the influence of supervised training seems to not have great strength. These results highlight the need for trainingdistance learning courses start to add students‟ teaching knowledgemore consistently, who, in most cases, had already worked in primary schools when they enteredcollege.