A reflexão e a prática docente: considerações a partir de uma pesquisa-ação. / The reflection and the teachers practices: considerations on a research-action.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The purpose of this thesis is to understanding how reflection on teaching experiences generates practical knowledge that contributes to professional commitment, also affecting the authorization teachers acknowledge as theirs. As the subject involves reflection on teachers practices, it requires research methodology conductive to their cooperation. Thus, we have chosen to use existential action-research, an approach that encourages reflection. As in other action-research techniques, this was also developed in several steps. Initially, the manner in which teachers produce knowledge based on their practical experience was precisely outlined using observation followed by interviews, named explanatory interviews after those described by Pierre Vermersch. During this step we found that teachers use two types of reflection when analyzing and explaining their practices: they explain their actions by habit, or else they explain the path followed in order to developed an original way of teaching. After the interview teachers reported having found out that they did things they were previously unaware of. We also noted the importance of interaction in teaching, both regarding conservative attitudes and innovative ones. After having verified the presence of groups in teachers activities, and also the difficulty of self-observation, we decided to proceed using an approach capable of surfacing subjectivity, both internally and in interactions. The Autobiographic Workshop Project, as described by Christine Delory- Momberger, was used for this purpose, having yielded greater commitment of teachers with the first step of the research, and also a group project with the purpose of establishing an organized way of reflecting on their experience, and understanding their present professional challenges. This decision, of the group and no longer of the researcher, led to the third step, in which the Operative Group technique, created by Enrique Pichon-Rivière, was employed. The originality of this research lies in the fact that its intervention led to the progressive involvement of the research subjects in the investigation of their own experiences, which produced a shift from an analysis centered on the individual towards an analysis based on the individual as part of a group that produces knowledge. By stating the coexistence of intra-subjective, inter-subjective and even impersonal aspects of reflection, research techniques show that these teachers search for ways of forming groups that allow them to face the inconsistencies of the society of knowledge, which transforms individuals in automatons and consumers of knowledge.

ASSUNTO(S)

inter-subjectivity autobiografia grupo operativo autorização operative group research-action authorisation reflection on practice authobiography pesquisa-ação intersubjetividade reflexão sobre a prática

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