As significações de trabalho de formadores de professores

Abstract

Many speeches affect the work of a teacher, and these speeches help shape up the situation of such work, as they create the meanings of a teacher’s work. Thus, it is important to analyze this discursive network, since it can lead us to a greater understanding of language/work relationships (BRONCKART; MACHADO, 2004). Therefore, the main purpose of this Master's Degree level research, which is linked to the Post-Graduate Program in Education at the Federal University of Juiz de Fora (PPGE/UFJF), is to analyze the meanings (BRONCKART, 2007; BRONCKART, 2015) related to the work of educator teachers of the Literature/Languages course at the Federal University of Juiz de Fora, and its specific purposes are: i) recognize the meanings related to the work of a University professor from its work dimensions (MACHADO, 2007b); ii) recognize the meanings related to the work of a graduate in Literature/Language/Portuguese; iii) recognize the different meanings of the work of a University professor and a graduate; and iv) know new dimensions of work pointed out by educator teachers. In addition, this research seeks to reflect on the professionalization of teacher education (NÓVOA, 2017; GATTI, 2013, TARDIF, 2014a), discuss the concept of work (MARX, 2004; MARX, 2013; FRIGOTTO, 2008) and teaching work (MACHADO, 2000; MACHADO, 2009) and also defend a meaning for teaching work as real work (BRONCKART, 2006a). Thus, in this research we defend that a teacher’s education, especially initial education, prepares a student for a profession and, to this end, it should offer opportunities for teaching, solving concrete pedagogical problems and continuous reflection, in order to enable the condition of professional authorship to the future teacher (GARCEZ; SCHLATTER, 2017). As a theoretical and methodological reference, the bases of Sociodiscursive Interactionism (BRONCKART, 2006a) are adopted, the principle of which is to demonstrate the central role of language in human development and, therefore, its central role in the guidelines explicitly given for such development by educational and/or training mediations (BRONCKART, 2006a; BRONCKART, 2008). For the generation of data, semistructured interviews were carried out with educator professors of the Literature/Languages course at the Federal University of Juiz de Fora, and the analysis was carried out by thematic orientation segments (TOS) and thematic treatment segments (TTS) (BRONCKART, 2008; BULEA, 2010), which allow the categorization and hierarchy of data. We identified three groups of significance for the work of a University professor - teacher, researcher and social action - and two groups of significance for the work of a graduate - diversified professional activity and teaching activity.