A construção do ethos docente na perspectiva da autoconfrontação: um estudo de caso

Abstract

Our research aims to understand the construction of the teaching ethos of a university professor, verifying which elements are used for this construction and also the discursive movements of remission and projection that are made by the teacher to compose this image. For this end, we base this work mainly on the theoretical assumptions of activity ergonomics with the clinical approach of activity (AMIGUES, 2003; CLOT; FAÏTA, 2000; FAÏTA, 2004;; VIEIRA; FAÏTA, 2003), teaching as work (MACHADO, 2004; SOUZA-E-SILVA; FAÏTA, 2001; SOUZA-E-SILVA, 2003) and concepts of ethos (AMOSSY, 2005; AMOSSY, 2008). The tools used for data collection were two texts prepared by the author, class observation and simple selfconfrontation. The corpus of the research was analyzed through the transcribed excerpts of the dialogues resulting from the self-confrontation processes and the texts requested from the teacher. Data analysis is based on essential concepts of activity ergonomics (AMIGUES, 2003; SAUJAT, 2004; SOUZA-E-SILVA, 2004) and activity clinic (CLOT; FAÏTA, 2000), in addition to Bakhtinian dialogism. Finally, we present the method of self-confrontation as essential for teacher education because it establishes a reflexive process based on the exotópica(BAKTIN, 1997) movement that has as its beacon the process of alterity(AUTHIER-REVUZ,1995). The research concluded that the teaching discourse is built along the training trajectory, from the first choices as an undergraduate student until entering a higher education institution because it consists of observing different metiers and mainly the value of the profession for those who he proposes to be a teacher thus composing a teaching discourse complemented by a linguistic action, the gesture.