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Master's Dissertation
DOI
10.11606/D.8.2018.tde-26042018-145308
Document
Author
Full name
Naiara Alves Duarte
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2017
Supervisor
Committee
Lousada, Eliane Gouvêa (President)
Barricelli, Ermelinda Maria
Bueno, Luzia
Moraes, Rozania Maria Alves de
Title in Portuguese
O papel das entrevistas de aloconfrontação na formação de professores iniciantes de francês como língua estrangeira
Keywords in Portuguese
Formação de professores
Francês língua estrangeira
Professor iniciante
Trabalho do professor
Abstract in Portuguese
Esta dissertação tem como objetivo investigar o processo de formação de professores iniciantes de francês como língua estrangeira (FLE) sob o enfoque do ensino como trabalho. De forma mais específica, pretendemos analisar o papel das entrevistas de aloconfrontação (MOLLO, FALZON, 2004) nesse processo, identificando os questionamentos dos professores quando se veem diante de dilemas do trabalho de ensino vividos por outros professores e a forma como essas entrevistas podem contribuir para a construção de noções sobre o trabalho do professor de FLE. Para a compreensão desse processo sob o ponto de vista dos próprios professores, realizamos nosso estudo no contexto de um curso de francês em extensão universitária. Fizemos uso da aloconfrontação (MOLLO, FALZON, 2004), um método de intervenção formativa baseado na noção de confrontação entre o sujeito e sua atividade realizada por outros, em que, primeiramente, realizamos reuniões de discussão sobre o trabalho a fim de identificar os questionamentos dos professores desse contexto e, em um segundo momento, convidamos quatro professores a assistirem a vídeos de aulas de outros professores e comentarem-nos, possibilitando, assim, que eles verbalizassem seus questionamentos. O corpus desta pesquisa consiste nos textos das reuniões e das entrevistas e foi analisado segundo os pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo (BRONCKART, 1999, 2004; BULEA, 2010). Adotamos como referência pesquisas produzidas no Brasil que consideram o ensino como um trabalho (LOUSADA, 2006, 2011; MACHADO, 2004, 2007) contamos, também, com aportes teóricos da Clínica da Atividade (CLOT, 1999, 2001a, 2008) e da Ergonomia da Atividade (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). Os resultados de nossas análises permitiram-nos identificar alguns questionamentos dos professores iniciantes de FLE que participaram de nossa pesquisa e observar o posicionamento deles diante de suas dificuldades. Além disso, pudemos observar a construção de noções sobre o trabalho do professor de FLE propiciadas pelas verbalizações e generalizações da experiência vivida dos participantes. Entre outras contribuições, destacamos que a pesquisa confirmou o papel das aloconfrontações como um instrumento (VYGOTSKI, 1934/1997) que contribui para a reflexão sobre outras maneiras de realizar o trabalho do professsor de FLE , portanto para sua formação.
Title in English
The role of allo-confrontation interviews on the development of French as a foreign language beginning teachers
Keywords in English
Beginning teacher
French as a foreign language
Teacher development
Teachers work
Abstract in English
This dissertation goal is to study the process of development of beginning teachers of French as a foreign language (FLE) under the focus of teaching as work. In a more specific way, we aim at analyzing the role of allo-confrontation interviews (MOLLO, FALZON, 2004) in this process. To do so, we tried to identify teachers queries when they face teaching dilemmas lived by other teachers and to study how these interviews can contribute to the construction of notions about the FLE teachers work. In order to understand this process from the point of view of the teachers, we conducted our study in the context of a French open course at the University. We used allo-confrontation (MOLLO, FALZON, 2004), a method of formative intervention based on the concept of confrontation between the subject and its activity performed by others. First, we made some discussion meetings about the work in order to identify teachers queries in this context and, in a second moment, we invited four teachers to watch and to comment recorded classes from other teachers, making it possible for them to verbalize about their own queries. Our research corpus consists of texts from these meetings and interviews which were analyzed according to the theoretical and methodological assumptions of Socio-Discursive Interactionism (BRONCKART, 1999, 2004; BULEA, 2010). Our study is also based on studies produced in Brazil which consider teaching as work (LOUSADA, 2006, 2011; MACHADO, 2004, 2007), as well as in many theoretical contributions from Clinic of Activity (CLOT, 1999, 2001a, 2008) and Ergonomics of Activity (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). The results of our analyzes led us to two conclusions: we could observe some queries from the beginning teachers of FLE who participated of our research and their opinion on their own difficulties. Besides that, we could observe that the fact participants verbalized and generalized their lived experience allowed the construction of notions of the teacher of FLEs work. Among other contributions, we highlight that our research confirmed the role of the allo-confrontation as an instrument (VYGOTSKI, 1934/1997) that contributes to think about ways of doing teachers of FLE work and to their development.
 
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Publishing Date
2018-04-26
 
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