Académique Documents
Professionnel Documents
Culture Documents
Clnica da Atividade
CADERNO DE
RESUMOS
Universidade de So Paulo
19 a 21 de outubro de 2016
III CICA 2016
Vice-reitor
Prof. Dr. Vahan Agopyan
Diretor
Profa. Dra. Maria Arminda do
Nascimento Arruda
Vice-Diretor
Prof. Dr. Paulo Martins
Reitor
Prof. Dr. Jos Tadeu Jorge
Vice-reitor
Prof. Dr. lvaro Penteado Crosta
Reitor
Prof. Dr. Joel de Sousa Jnior
2
Patrocnios
3
Comisso geral
Comisso cientfica
4
III CICA: Colquio Internacional de Clnica da Atividade
Faculdade de Filosofia, Letras e Cincias Humanas
FFLCH-USP / 19 a 21 de outubro de 2016
Esse encontro contou novamente com a participao dos professores Yves Clot e
Katia Kostulski, do lado francs e, ainda, com a participao da professora Livia
Scheller. Do lado brasileiro, os professores Maria Elizabeth Antunes Lima (UFMG),
Ana Luiza Bustamante Smolka (UNICAMP), Cludia Osrio da Silva (UFF), Jos
Newton Garcia de Arajo (UFMG), Milton Athayde (UERJ) e Pedro Bendazzoli
(UFRN), entre outros, puderam contribuir com o frtil debate.
5
PROGAMAO GERAL
19/10/2016 20/10/2016 21/10/2016
Inscries
Manh: MR 3: O estatuto dos
08h Auditrio Carolina Bori afetos na anlise da
Instituto de Psicologia atividade Livia Scheller
(CNAM), Lavnia Magiolino
08h30 Abertura (Unicamp), Anselmo Lima
(UTFPR), Renata Paparelli Simpsiose Sesses
(PUC-SP). coordenadas
Conferncia de abertura:
Clinique de lactivit: Moderadora: Anise de FFLCH- Faculdade de Letras
pourquoi et comment? Abreu G. dOrange Ferreira
08h50 Yves Clot (CNAM). (UNESP).
Almo
12h10 Almoo livre Almoo livre
o livre
Conferncia de
MR 2: Processos MR 5: O trabalho docente :
encerramento:
linguageiros e dialgicos as intervenes no campo
Memria do Encontro:
em clnica da atividade da educao
Registros; Memria do
Katia Kostulski (CNAM), Daniel Fata (AMU),
Futuro: Perspectivas
Eliane Lousada (USP), Adair Ermelinda Barricelli
Ana Luiza Smolka (Unicamp)
Mendez Nacarato (USF) (FAMESP), Daniela dos
e M. Elizabeth Antunes Lima
Anjos (USF)
Tarde: (Faculdade Novos
Moderadora: M. Elizabeth
14h Horizontes)
Antunes Lima(Faculdade Moderadora: M. Ceclia
Novos Horizontes) Perez de Souza-e-Silva
(PUC-SP)
Auditrio da Engenharia
Auditrio Carolina Bori FFLCH- Faculdade de Letras
Eltrica POLI
Instituto de Psicologia - Sala 107
6
PROGAMAO GERAL
MR Perspectivas da
Clnica da Atividade no
Brasil Eliane Lousada
(USP), Jorge Falco (UFRN),
Apresentao de psteres
Simpsios e Sesses Claudia Osorio (UFF), Llia
Tarde: coordenadas Abreu-Tardelli (UNESP)
FFLCH- Faculdade de Letras
16h20
FFLCH- Faculdade de Letras Moderadora: Ermelinda
Salas 109, 112, 171
Barricelli (FAMESP)
Auditrio da Engenharia
Eltrica - POLI
Lanamento de livros
Sala 271
20:00 - Jantar por adeso
20h Livre Livre
Rest. Bovinus
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Mesas-redondas
Mesas-Redondas
Nossa aproximao com a clnica da atividade se deu em 2000. Em 2004 foi criado
na UFF o grupo de pesquisa NUTRAS: Ncleo de Estudos e Interveno em
Trabalho, Subjetividade e Sade. Neste, a principal referncia terica a corrente
da psicologia do trabalho chamada clnica da atividade. Tem como objetivo estudar
os efeitos de produo de sade ou, inversamente, de reduo da sade, sobre os
trabalhadores, no trabalho contemporneo em organizaes brasileiras. O conceito
de sade tomado de Georges Canguilhem (2012).
Rsum
8
Mesas-redondas
Notre approche laide de la clinique de lactivit eut lieu en 2000. En 2004, fut cr
lUFF le groupe de recherche NUTRAS: Ncleo de Estudos e
IntervenoemTrabalho, Subjetividade e Sade [Groupe dtudes et Interventions
en Travail, Subjectivit et Sant]. Au sein de celui-ci, la principale rfrence
thorique est le courant de psychologie du travail appel clinique de lactivit. Son
objectif est dtudier les effets de production de sant ou, inversement, de rduction
de la sant, sur les travailleurs, dans le travail contemporain au sein des
organisations brsiliennes. Le concept de sant provient de Georges Canguilhem.
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Mesas-redondas
Rel et Ralis du dialogue dans une intervention avec les juges dinstruction
Katia Kostulski
Lobjet de cette intervention est de soutenir lide que les mthodologies et mthodes
en clinique de lactivit ne se centre pas seulement sur lactivit de travail telle que
conceptualise dans le modle de lactivit dirige, mais galement sur une vritable
clinique du dialogue.
Dans nos interventions, cette clinique du dialogue se prsente comme une clinique
pleine lorsque lon considre les diffrents mouvements quelle convoque :
Nous chercherons revenir sur ces diffrentes dimensions partir dune intervention
dans un collectif de juges dinstruction. Durant deux annes, et la demande du
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Mesas-redondas
Le jeu de voix dans les verbalisations des enseignants dbutants sur leur
travail : prise de conscience, rflexion sur le mtier et formation
Eliane Lousada
11
Mesas-redondas
Langue trangre), o les problmatiques du terrain sont objet dune intervention qui
vise proposer aux enseignants des outils pour quils puissent apprendre leur mtier
et rflchir sur leurs difficults au travail. Dans cette perspective, les enseignants
sont convoqus participer un processus de coanalyse de leur activit qui est
formateur lui-mme. Dans cet article, nous dcrivons la problmatique et le contexte
dans lesquels notre recherche sinsre, savoir un centre universitaire
denseignement du FLE o les enseignants dbutants sont encore des tudiants de
lUniversit. Compte tenu de ce statut, ils ont peur dentrer dans leur mtier et
voquent les difficults dans lexercice de leur travail. Nous montrons les notions
thoriques qui nous permettent davancer dans la prise en compte de lenseignement
comme un travail (Amigues, 2002, 2004 ; Machado, 2004) et dans la dfinition des
mthodes de coanalyse et de transformation des situations de travail (Fata, 2011 ;
Clot et al. 2001 ; Clot, 1999). A partir de nos donnes, nous proposons une analyse
des diffrentes voix (Bronckart, 1997), qui interviennent dans les textes des
verbalisations des enseignants dbutants sur leur travail. En ralisant une analyse
linguistique et discursive de ces textes, nous visons comprendre comment les
mthodes de lautoconfrontation et de linstruction au sosie ont contribu faire
merger chez les jeunes enseignants une pense pratique sur leur travail. Pour
conclure, nous ferons le point sur les rsultats obtenus jusqu prsent, qui clairent
comment cette analyse peut contribuer expliquer comment les enseignants
prennent des dcisions au travail, rflchissent sur leur mtier et se forment.
12
Mesas-redondas
Affects et pouvoir d'agir dans l'institution d'une nouvelle fonction sur la qualit
du travail dans une entreprise automobile franaise.
Notre intention, ici, est de prsenter cette intervention comme une exprience
vivante, concrtement situe, de la place des affects dans le dveloppement ou
l'empchement - du pouvoir d'agir des protagonistes ayant particip sa ralisation :
directions, encadrement de proximit, oprateurs, dlgus syndicaux. Nous
rendrons compte des phases ouvrant ce dveloppement et nous formulerons nos
hypothses sur les tentatives en acte de l'empcher. Le flottement constant de
certaines fonctions de direction, entre l'apprciation d'une coopration conflictuelle
en train de s'instituer dans l'usine et la crainte que cette coopration dstabilise par
trop le genre de rapports de pouvoir existant sera aussi au centre de notre rflexion.
13
Mesas-redondas
14
Mesas-redondas
installer dans les organisations des nouveaux espaces de dialogue dans lesquels la
controverse peut sinstaller entre ceux qui organisent le travail et ceux qui le ralisent
(Clot, 2013, Miossec et al., 2014, Bonnefond, 2015). Dans cette communication,
nous examinerons le fonctionnement de ces nouveaux espaces de dialogue en nous
appuyant sur une exprimentation en cours partir dune demande en sant au
travail dans un grand tablissement de formation professionnelle.
Miossec, Y., Clot, Y., & Boucher, C. (2014). Lintervention dialogique pour agir sur les
risques psychosociaux : une troisime voie. In L. Lerouge, Approche interdisciplinaire
des risques psychosociaux au travail. Toulouse : Octares.
Daniel Fata
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Mesas-redondas
Cela conduit les chercheurs simpliquer pleinement dans les situations cres,
jouer leur rle propre dans les diffrents rapports dialogiques initis et entretenus
suivant une certain nombre de principes : associer les professionnels concerns la
conception et la ralisation du processus; respecter au maximum lhtrognit des
situations concrtes, marques par la coexistence de dimensions souvent
enchevtres : dialogues simultans, pluralit des rfrences, variabilit thmatique
des changes verbaux, varit des ressources smiologiques supportant la
mdiatisation des rapports, etc.
Enfin, on sinterrogera sur une variable frquemment laisse dans lombre : la sphre
des dterminations conditionnant laction des chercheurs, protagonistes obligs des
processus dialogiques initis par eux-mmes, commencer par les choix de
squences proposes ou suggres aux participants comme reprsentatives de leur
activit, la formulation des consignes gnrales et spcifiques encadrant la
ralisation du processus, etc..
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Mesas-redondas
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Mesas-redondas
18
Mesas-redondas
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Mesas-redondas
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Mesas-redondas
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Mesas-redondas
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Mesas-redondas
The changes in the Latin American context coexist with traditional forms of work,
such as paid domestic work, which also includes a large number of women in our
region. In Brazil, this category of workers was subject of recent labor regulations
target. From the results of a survey focused on the daily lives of domestic workers,
developed with support from CNPq, presents here some thoughts about these
workers, considering their trajectories, experiences and everyday life. The survey
was conducted by means of recurrent interviews with domestic workers with and
without a formal job (salaried and day laborers), combined with the use of
photographs and colorful agenda. The trajectories of these workers are marked by
school pathways often interrupted, and by the early entry into the labor market. Their
experiences are crossed by strong ambiguities. The paid work, although exhausting,
and often humiliating, is valued by workers for providing material support and for the
established relationships. Working relations are guided by emotional ties with
contractors and family members, especially when involve the care of children. The
management of everyday life for workers requires skill and dexterity to reconcile a
number of tasks, as well, negotiating capacity with the mistresses. In addition to
domestic work in the homes of employers, some workers perform other remunerated
activities, and all carry the unpaid domestic work in their homes, featuring the classic
23
Mesas-redondas
double workday of women. The analysis of the experiences of these workers reveals
how reason and emotion are hinged, in their everyday work. Look at the issue of
affectivity allows the visualization of the relationships between mistresses and maids,
which take place in the privacy of the residences of the first, and reverberate in
unique ways to experience a hierarchical relationship, based on a slave heritage and
permeated by emotions.
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Mesas-redondas
25
III CICA 2016
Simpsios
1. Clnica da Atividade Docente: o trabalho, a formao e a sade do
professor em foco. (Clinic of Teaching Activity: teachers work, education and
health in focus).
This Symposium aims to present, relate and discuss issues of teachers work,
education (both initial and continuing) and health in the context of what we have
called the Clinic of Teaching Activity. To achieve this goal the Symposium has
four presentations. The first is a proposal for implementation of the Clinic of
Teaching Activity in schools through the Blog Teacher Education and Teacher
Health (www.formacaoesaudedoprofessor.com). The second,
26
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
Comunicaes
27
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
Abstract
I will present and discuss the Teacher Education & Teacher Health
Blog(www.formacaoesaudedoprofessor.com), which I have used as a strategy
to advertize a detailed proposal of the implementation of a Clinic of Teaching
Activity at schools. Three are the main goals of the Blog: 1) to relate matters of
teacher continuing education to those of teacher health; 2) to present and
discuss a program of teacher continuing education that, besides guaranteeing
the development of teaching practice, simultaneously promotes and safe guards
the educators health at work; and 3) to describe and analyse a successful
example of implementation of this program in a federal public educational
institution. The focus of the Blog is on the concrete teaching practice in the
classroom. There are three reasons for that: 1)it is especially in the classroom
that the teacher meets and interacts with the students in order to do his
teaching job; 2) it is in the classroom that the teacher spends the largest part of
histime and it is from it that almost all of his activities are derived; 3) despite the
centrality of the classroom in the exercise of the teaching occupation, it is
surprisingly the concreteclassroom teaching practice that constitutes the most
often neglected aspect of teacher education, be it initial or continuing. The
theoretical and practical proposal of the Blog is that teacher continuing
education and teacher health must be promoted simultaneously by means of
the implementation of a Clinic of Teaching Activity at schools.
Abstract
This presentation will discuss the results of an MA thesis about part of one of
thecontinuing teacher education activities in Higher Education in development
at UTFPR, PatoBranco Campus. The theoretical basis that supports this work is
the following: the Bakhtiniantheory of dialogic discourse analysis; the
Vygotskian theory of human development; and thepsychology theory of Clots
work. The protagonists of this intervention were two teachers from the
Informatics Department of UTFPR Pato Branco Campus. The methodology was
of the developmental type and the method used was the simple and crossed
self-confrontation, which consists in confronting the teacher with a sequence of
his images in class and, from these pictures, in leading him to dialogue and to
reflect. In order to attempt to understand the conditions under which teacher
development occurs, dialogue transcripts of self- confrontations were analyzed.
In the produced documentation, a dialogic discourse analysis was performed in
order to verify if the teachers development occurs and, if so, in order to also
establish how the teachers development occurs by using language. We note
that it is difficult for teachers to do their work: the teachers desk is low, which
leads to a conflict: toperform the teachers work while sitting or standing? While
standing, the teacher must stoop to type and this may damage his/her physical
29
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
health. While sitting, the teacher loses contact with students and it brings about
situations of indiscipline, which may damage his/her mental health. In order to
make a contribution to solving this problem, we are developing in partnership
with the teachers a table for notebook with adjustable height, so that teachers
can do their work while standing, without damaging their health.
30
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
Abstract
31
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
Resum
32
1. Clnica da atividade docente: o trabalho, a formao e a sade do professore em foco.
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III CICA 2016
2. Intensificao, precarizao, esvaziamento do trabalho e margens de
enfrentamento.
34
2. Intensificao, precarizao, esvaziamento do trabalho e margens de enfrentamento.
Comunicaes
Nveis de abrangncia e risco de colapso de conceitos na teorizao em
psicologia: o caso do conceito de "trabalho sujo" em psicologia do
trabalho. (Niveaux de couverture et risque de collapse dans la thorisation en
psychologie: le cas du concept de "sale boulot" dans la psychologie du travail.)
35
2. Intensificao, precarizao, esvaziamento do trabalho e margens de enfrentamento.
Resum
36
2. Intensificao, precarizao, esvaziamento do trabalho e margens de enfrentamento.
Resum
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2. Intensificao, precarizao, esvaziamento do trabalho e margens de enfrentamento.
Resum
38
2. Intensificao, precarizao, esvaziamento do trabalho e margens de enfrentamento.
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III CICA 2016
40
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
Comunicaes
Formao docente na dicotomia excluso-incluso. (Teacher education
within the exclusion-inclusion dichotomy.)
41
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
Abstract
This paper shows initial results of an investigation carried out with teachers
working in public school in Guarulhos. It is developed within the GEICS and the
ILCAE Research Groups, both working with special needs and teacher
education for inclusive education. In Brazil, or at least in Guarulhos, one can
see that the teaching-learning of children with special needs still focuses on
what students lack (Vygotsky, 1924) and not on sociohistorical possibilities
(Vygotsky, 1934; Freire, 1996). It is assumed that they cannot do much seeing
that they have a deficiency, a special need. In some schools it can even get
worse: if a child presents a medical report describing their impairment, the
school will say that there is no need to work with him/her because s/he has a
report. So these children are cruelly left to their own devices. Besides children
exclusion led by the process here described one clearly sees the exclusion
of teachers, who usually have received little or no education to work with these
children. This paper is situated in the above described context; it focuses on
teacher education for those working with children with special needs. Teachers
who speak about their own work undergo a process of self-confrontation (Fata,
1997; Clot, 2001), analyzed by following Bronckarts concepts of general textual
structure and utterance mechanisms (1997). Initial results show a development
in the understanding of how their actions might include or exclude, thus
maintaining or challenging the state of the arts.
42
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
43
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
Abstract
The proposal of inclusive education involves, among other things, the teacher
preparation through initial and continuing educational programs that enable the
manipulation of a curriculum to meet the peculiarities of all. In this direction, this
paper, part of a doctoral project, seeks to understand the type of education
provided to the teacher to work in inclusive school environments and implement
curricular changes that provide educational responses to the different ways by
which the deaf learns. To do so, it follows the theoretical basis of Bueno (2001)
and Mendes (2006), discussing the issue of inclusion and the unpreparedness
of teachers,as well as Schn (1995), on his discussion on reflective teacher and
the national teaching and learning policy. The paper is methodologically
founded on the qualitative paradigm, and follows the critical research of
collaboration PCCol (Magalhes, 2014) whose work with teacher education
allows for one to adhere to the design of Socio Discursive InteractionismISD
discussed by Bronckart (1997). This theoretical framework is based on
Vygotskyan theory and Bakhtin's discussion of language. Methodologically
speaking, this paper also uses the concept of self-confrontation proposed by the
Clinical Activity (Clot, 2010) in its approximation to the discussions promoted by
the ISD which demonstrates their contributions to make teaching by reflection
between the prescribed and the carried out works in the interpretation and
reconstruction of participants. Data were collected through observation of the
Portuguese language classes delivered by a teacher in elementary school, in a
classroom that has deaf students enrolled, in addition to the application of an
interview and reflective sessions. Partial results indicate deficits in initial and
continuing education, revealing the teacher's unpreparedness to act within
diversity and the lack of educational curricular adaptations. Nevertheless, it
indicates that the relationship with the researcher can contribute to
operationalize curricular adaptations, although it is urgent that initial and
continuing quality teacher education are invested on.
44
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
Abstract
45
3. Intervenes colaborativas em contextos de trabalho educao costumeiramente subalterna
de professores.
practice (Veiga, 2009). This is specifically due to the growing demand for
complex education, in which knowledge and paradigmatic transposition
between what is learned and what is taught are increasingly questioned
(Ferreira, 2014). In this context, this paper proposes a reflection on teacher
unpreparedness to work with inclusive education (Carvalho, 2004; Pietro,
2006), i.e., with respect to the development and education of students with
special educational needs, especially if based on the social-historical-cultural
theory (Vygotsky, 1924-1934). As a methodological choice, the critical research
of collaboration, which we follow (Magalhes, 2003) discusses the
expectations, impacts and reflections experienced by teachers in in the
classroom (Fidalgo and Magalhaes, 2010). It allows for a language of
argumentation to take place, creating possibilities of collaborative relationships
in the shared production of meanings (Magalhes, 2011). Thus, if
contextualized with the Clinical Activity as a theoretical and methodological tool
in which Clot (2007) states that the purpose is to be placed into motion
something more than the organization of work, in order to enhance the
strategies to deal with different work situations. We connect this with the
discussion of the prescribed and performed work (Lousada, 2004) which in turn,
analyzes the organization of time in the teacher's work in the classroom.
Therefore, the proposed study (part of a doctoral investigation in progress)
shows that it is promising to understand and analyze issues related to the
process of inclusive education and teacher education; it is a necessary path for
the efficacy of a debate between scientific knowledge and the knowledge
arising from the experience of pedagogical work.
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III CICA 2016
47
4. Clnica da Atividade e Filosofia da Diferena.
Comunicaes
Anlise da atividade de apoio institucional em sade. (Analyse de l'activit
d'appui institutionnel de la sant.)
Resum
49
4. Clnica da Atividade e Filosofia da Diferena.
d'affections, qui effectue par des sensations, par la matire dont elle est faite de
l'uvre d'art qui nous encourage un exercice de rflexion sur les Cliniques de
Travail et le Paradigme Esthtique. Comment concilier avec l'esthtique, les
diffrentes sphres de la vie sociale tels que politique et travail?
Resum
50
4. Clnica da Atividade e Filosofia da Diferena.
51
4. Clnica da Atividade e Filosofia da Diferena.
Resum
Le concept dactivit, provenu de luvre thorique de Karl Marx, est lun des
principaux oprateurs, ainsi que le concept de subjectivit, du dveloppement
de la Psychologie du Travail partir de la seconde moiti du XXe sicle. La
Clinique de l'Activit, en tant que proposition mthodologique situe dans ce
domaine, repris le concept partir de luvre de Lev Vigotsky. Le
dveloppement conceptuel de lactivit a subi de nombreuses modifications,
principalement rsultant dutilisations dans diverses situations de travail. Dans
la recherche avec des chauffeurs dautobus de la rgion mtropolitaine de
Grande Vitria tat du Esprito Santo, Brsil , lorsque nous abordons
lactivit du travail, sont les paradoxes qui configurent les conflits vifs de travail.
Selon la Philosophie de la Diffrence de Gilles Deleuze, le paradoxe est la
forme de la pense qui conteste les opinions dominantes, les reprsentations
statiques de la ralit. Dans cette perspective, le paradoxe ne donne pas la
priorit pour la solution, mais pour la production et support des problmes
vivre. Sorties multiples si vous inventez en vivant les paradoxes du travail
comme activit, sans dissoudre le problme au moyen dune solution complte.
La modulation du concept dactivit, exploite par Yves Clot, rpond la
Philosophie de la Diffrence en ce quelle rejette confondre le rel du travail et
le travail rel. Le rel du travail, en tant compos dune multitude variant de
faons de travailler, affirme la ralit dans le processus de changement.
Lavenir du travail se prsente comme un paradoxe maintenir en tension les
possibilits qui composent lhistoire dun milieu de travail. En considrant ces
drives dans le concept dactivit, nous proposons de le prendre comme
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4. Clnica da Atividade e Filosofia da Diferena.
Resum
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III CICA 2016
55
5. Em anlise o ofcio de clnico da atividade: como ampliar o poder de agir do psiclogo do
trabalho?
Comunicaes
56
5. Em anlise o ofcio de clnico da atividade: como ampliar o poder de agir do psiclogo do
trabalho?
Resum
57
5. Em anlise o ofcio de clnico da atividade: como ampliar o poder de agir do psiclogo do
trabalho?
Resum
58
5. Em anlise o ofcio de clnico da atividade: como ampliar o poder de agir do psiclogo do
trabalho?
59
5. Em anlise o ofcio de clnico da atividade: como ampliar o poder de agir do psiclogo do
trabalho?
Resum
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III CICA 2016
61
6. A clnica da atividade e as muitas e diversas prticas do psiclogo do trabalho.
Comunicaes
62
6. A clnica da atividade e as muitas e diversas prticas do psiclogo do trabalho.
Resum
63
6. A clnica da atividade e as muitas e diversas prticas do psiclogo do trabalho.
Resum
64
6. A clnica da atividade e as muitas e diversas prticas do psiclogo do trabalho.
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6. A clnica da atividade e as muitas e diversas prticas do psiclogo do trabalho.
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III CICA 2016
Coordenadores: Ana Paula Lopes (UFF) e Maria Elizabeth Barros de Barros (UFES)
67
7. Atividade docente em anlise: experincias impertinentes em Clinica da Atividade.
Comunicaes
Resum
69
7. Atividade docente em anlise: experincias impertinentes em Clinica da Atividade.
- Ana Paula Lopes dos Santos (UFF), Marianna Araujo da Silva (UFF), e
Claudia Osrio (UFF).
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7. Atividade docente em anlise: experincias impertinentes em Clinica da Atividade.
Resum
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7. Atividade docente em anlise: experincias impertinentes em Clinica da Atividade.
Resum
73
7. Atividade docente em anlise: experincias impertinentes em Clinica da Atividade.
Resum
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III CICA 2016
75
9. Trabalho e sade mental: um olhar multidisciplinar sobre as mudanas na gesto e na
organizao do trabalho e as possibilidades de interveno.
Comunicaes
76
9. Trabalho e sade mental: um olhar multidisciplinar sobre as mudanas na gesto e na
organizao do trabalho e as possibilidades de interveno.
Resum
Cette communication part du principe que le travail est une pratique centrale
dans la vie sociale et, en tant que telle, est galement responsable de la
mdiation des processus sant-maladie. Donnes publies par l'Organisation
Internationale du Travail (OIT), par les agences du gouvernement brsilien et
par les recherches universitaires dans le domaine de la sociologie du travail,
psychologie du travail et, plus largement, de la sant des travailleurs,
soutiennent que les changements dans la gestion et dans lorganisation du
travail intgrent les politiques nolibrales devenues hgmoniques au cours
des dernires dcennies et ont conduit des changements majeurs dans le
profil des maladies ayant un nexus avec le travail. Il y a eu, dans ce contexte,
l'incidence croissante des maladies musculo-squelettiques et les troubles
mentaux et du comportement lies au travail, due une augmentation
significative de la productivit et de l'intensit du travail, ainsi que les diffrents
mcanismes de pression, la fois, dans le milieu de travail et dans la vie
sociale dans son ensemble. Selon ces prsupposs, cette communication porte
sur les changements en cours dans le monde du travail et de son expression
dans les maladies en lien avec le travail entre les travailleurs de l'industrie
automobile, insrs dans une entreprise spcifique. Le but de la recherche
prsente ici est descriptif et explicatif ; deux volets simultans ont t
dvelopps : recherche documentaire et recherche sur le terrain, dans la
catgorie indique ci-dessus.
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9. Trabalho e sade mental: um olhar multidisciplinar sobre as mudanas na gesto e na
organizao do trabalho e as possibilidades de interveno.
Resum
78
9. Trabalho e sade mental: um olhar multidisciplinar sobre as mudanas na gesto e na
organizao do trabalho e as possibilidades de interveno.
arrt maladie). Le projet est dvelopp par des tudiants de premier cycle
dtudes en psychologie, quatrime et cinquime anne, avec
laccompagnement dun psychologue snior et contrle du superviseur
responsable. Les activits ralise sont : accueil, prise en charge, suivi
thrapeutique, groupes de parole et groupes d'art-thrapie ; sont prvues aussi
activits pour l'ducation en sant et pour la construction du rseau de
surveillance en sant mentale lis au travail. Dans cette prsentation, nous
mettons en discussion des extraits de prises en charges et des suivis
thrapeutiques et des rapports propos des groupes de parole avec des
travailleurs du secteur financier qui frquentent l'quipement. Lanalyse est
centre sur les narratives que ces travailleurs font de la violence et des
attaques l'thique et la dignit auxquels ils ont t soumis en milieu de
travail, sous prtextes conomiques, et les consquences pour l'identit, la
subjectivit et la sant mentale de ces travailleurs.
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9. Trabalho e sade mental: um olhar multidisciplinar sobre as mudanas na gesto e na
organizao do trabalho e as possibilidades de interveno.
Resum
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This symposium brings together researchers from three teaching and research
institutions that are dedicated to the study of subjects with disabilities or with
learning difficulties, focusing on aspects of their knowledge development and
social inclusion. The three studies were carried out in schools or in work
situations, were based on the cultural-historical perspective, especially on
Vygotskys studies of the human constitution, and were inspired by the
theoretical and methodological constructs of Clot Yvess Activity Clinic. The
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10. Reflexes sobre o trabalho e constituio do sujeito: contribuies da clnica de atividade.
study entitled "Modes of organization of the teachers work and the evidence of
its transformation" focuses on the conditions and possibilities of teaching
students with disabilities or with significant learning difficulties, given the works
concrete social conditions. "Teaching methods and the learning of Spanish"
addresses the issues of the educational practice and the relations established
during the teaching of that language, in order to discuss and transform teaching
methodologies. Finally, "Work and inclusion in the voice of subjects with
disabilities" brings arguments regarding the role of work in the constitution of
subjects with disabilities, as well as the process of labor inclusion, based on the
discourses of disabled subjects. The research points to the importance of work
and the relationships established in the working space for the constitution of
individuals, with or without disabilities. The reflection on the work, in the voices
of both teachers and disabled subjects, is a useful way of reframing their
activities and gives individuals the power to transform their actions in the field of
work.
Comunicaes
- Ana Paula de Freitas (USF), e Maria Ins Bacellar Monteiro (Univ. Metodista
de Piracicaba.)
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10. Reflexes sobre o trabalho e constituio do sujeito: contribuies da clnica de atividade.
Abstract
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10. Reflexes sobre o trabalho e constituio do sujeito: contribuies da clnica de atividade.
Abstract
According to Yves Clot, the significant activity involves its transforming power,
that is, it transforms the objects of the world and the ways of life when it is not
mechanically determined by the context, but changes it, depending on the
creation of activities that are different from those imposed on the subjects,
which involves not only the development of the activity itself, but also the
development of the subjects. When, on the contrary, the work organization does
not allow the subjects to produce things based on their own activity, it
"depreciates them." To think about these issues in the context of the
educational practices of teachers who teach Spanish in elementary school
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10. Reflexes sobre o trabalho e constituio do sujeito: contribuies da clnica de atividade.
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10. Reflexes sobre o trabalho e constituio do sujeito: contribuies da clnica de atividade.
Abstract
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87
11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
Comunicaes
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
Resum
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
Resum
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
un espace pour la promotion du dialogue: une analyse des conflits vcus par
les enseignants dans la profession.)
Resum
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
Resum
Le but de cet article est de discuter les dfis vcus par huit enseignants du
rseau des coles publiques de l'tat de Sao Paulo. En particulier, on vise
discuter le rle du collectif sur lintervention des solutions qui bnficient
l'activit de ces professionnels, travers l'tude des caractristiques de la
(manque de) vitalit du collectif (CAROLY, 2010; DIOLINA, 2016). Il sagit de
prsenter les rsultats d'une thse engage dans les tudes thorique-
mthodologiques de lInteractionnisme Socio-discursif (BRONCKART, 2006,
2008; MACHADO & BRONCKART, 2009; MACHADO et all., 2007), de
l'Ergonomie Franaise (AMIGUES, 2004; SAUJAT 2004 ; FAITA, 2005;
CAROLY, 2010, 2013) et de la Clinique de l'Activit (CLOT, 2006; 2010;
ROGER, 2007; KOLTULSKI, 2011). La recherche a recouru la procdure de
linstruction au sosie (CLOT, 2006; 2010) avec les enseignants qui faisaient
partie de l'enseignement primaire et secondaire dans une cole de l'tat dune
grande ville de Sao Paulo. Comme rsultats, l'tude des caractristiques de la
vitalit du collectif a rvl des aspects qui le de-vitalisent , qui le soustraient
la vitalit, tels que : la frquence de changements des enseignants en raison de
contrats et de congs; un statut diffrenci entre les enseignants;
l'incompatibilit des objectifs et des intrts communs; la solitude
professionnelle; l'imposition de normes; le manque de confiance; l'absence de
liens; laccumulation de fonctions; la faon dont les groupes sont forms et
distribus dans l'cole; le manque d'outils techniques et psychologiques; la
difficult de temps et espace pour le dialogue; l'htrognit de la profession.
Il est vident que ces aspects ont indiqu que le collectif joue un rle limit, o
les dfis sont souvent contourns individuellement, ce qui contribue l'affaiblir.
Cependant, cette tude des caractristiques de la (manque de) vitalit du
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11. A atividade docente fora e dentro da escola e o (possvel) papel do coletivo como
instrumento transformador.
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Comunicaes Individuais
Resum
Cette prsentation porte sur une recherche en cours dont le but est ltude du
dveloppement dune intervenante en formation et plus particulirement, son
parcours au cours de situations dauto-confrontation, en Clinique de lActivit,
dans le cadre de lenseignement suprieure dune Universit publique. La
perspective thorique et mthodologique est base sur ltude du
dveloppement humain de Vygotski, sur la thorie dialogique du discours de
Bakhtin et son Cercle ainsi que sur lapport de la Clinique de lActivit labore
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par Clot. Les donnes ont t choisies partir de sances dautoconfrontations
simples et dautoconfrontations croises, menes par deux intervenantes une
intervenante principale et une autre, en formation effectues avec des
enseignants des domaines des Sciences Comptables et des Mathmatiques et
avec des tudiants en Mathmatiques. On cherche analyser le discours de
lintervenante en formation au cours de ces sances en vue didentifier et
dtudier des indices de son parcours dapprentissage et dveloppement en ce
qui concerne sa formation en tant quintervenante principale. On remarque que,
au dbut, elle plutt observe lactivit de lintervenante principale et, peu peu,
elle assume le rle de la principale. Tout au long de ces processus, elle ralise
des tudes lies au cadre thorique et aux recherches prcdentes sur
lautoconfrontation. Dans les analyses prsentes, on constate des modes par
lesquels lintervenante en formation apprend et produit des noncs sur les
questions inhrentes au cadre de la Clinique de lActivit.
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indcios de desenvolvimento profissional observveis nas interaes que
sustentam as anlises da atividade de um professor de LP de escola pblica
para a elaborao e implementao de sequncias didticas baseadas no
conceito de gnero textual.
Abstract
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atividade? Para responder a tais questes e para o exerccio de anlise de
dados, utilizamos da proposta metodolgica de Clnica da Atividade, de Yves
Clot. Foi empregada tambm a entrevista narrativa, de Passeggi (2010).
Atravs das autoconfrontaes convidamos os professores a refletirem sobre
sua prtica, visando desnaturalizar gestos e atitudes que se repetem. As
trajetrias de formao dos professores pesquisados comprovam que, ao longo
de sua histria os sujeitos vo se constituindo como docentes e aprendendo a
ser professor. Pensando nos porqus das atitudes da atividade docente, os
dados indicaram que o exerccio do trabalho de professor um espao de
formao; nele que os saberes prticos podem ser constitudos e o
desenvolvimento da compreenso pelo prprio sujeito, que ao narrar a prpria
histria torna-se um outro de si mesmo.
Abstract
The purpose of this article is to analyze the teaching activity of teachers who
work in university education, seeking elements for understanding the reasons
for their actions, with special emphasis on: how the teachers learn to teach?
Which to base their actions? What is the role of training in practice exercising?
As his practice relates to the story of practices established throughout the
history of this activity? To answer such questions and the data analysis
exercise, we used the method proposed Activity Clinic by Yves Clot. It was also
employed the narrative interview from Passeggi (2010). Through self
confrontations invite teachers to reflect on their practice, aiming to deconstruct
gestures and attitudes that are repeated. training trajectories of the teachers
surveyed show that, throughout its history subjects are constituted as teaching
and learning to be a teacher. Thinking about the reasons of the attitudes of the
teaching activity, the data indicated that the exercise of the teacher's work is a
learning space; it is the practical knowledge may be established and the
development of understanding by the subject himself, who in narrating the self
story becomes another of himself.
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O presente trabalho averigua a possibilidade de articulao entre os conceitos
de amar e brincar -pertinentes Biologia do Amar, proposta por Maturana- e os
materiais da Clnica da Atividade. Tal proposio realizada a partir de uma
experincia do pesquisador, acompanhando um usurio de um Servio de
Sade Mental do municpio do Rio de Janeiro, Brasil, em seu trabalho como
padeiro em uma Cooperativa de Culinria. Apesar de lidar bem com situaes
mais rotineiras, esse usurio demonstrava ter muita dificuldade em lidar com as
variabilidades do meio, com situaes que fugiam sua rotina, apresentando
um nvel de ansiedade que o impedia de realizar quaisquer tarefas. O
pesquisador atuou no sentido de solicitar que ele explicitasse verbalmente o
que o afligia, descrevendo todas as situaes ansiognicas, buscando,
juntamente com esse paciente, encaminhamentos para tais situaes. Ao final
de seis meses, o paciente conseguia lidar com os imprevisveis pertinentes
atividade, laborativa ou no. Para a averiguao de possibilidades sinrgicas
entre os dois campos conceituais, foram realizadas duas anlises deste caso
clnico. Na primeira, utilizou-se o conceito de atividade dirigida (pertencente
Clnica da Atividade). Na segunda anlise, foram utilizados os conceitos de
amar e brincar. Ambas anlises foram articuladas entre si, verificando a
possibilidades de sinergia entre elas. Dentre os resultados, foi possvel a
concepo de existncia de um componente afetivo de carter colaborativo, no
processo coletivo de criao de normas de um gnero de atividades
profissionais. Tornou-se ainda para o fato de que este componente afetivo seria
essencial para a manuteno da vitalidade do gnero. Desta maneira, concluiu-
se que no apenas possvel, mas tambm profcua, a articulao entre os
dois campos tericos.
Resum
Cet article examine la possibilit de liens entre les concepts d'aimer et de jouer
-de la Biologie de l'Aimer, propos par Maturana- et les matriaux de la Clinique
e la Activit. Une telle proposition est faite partir d'une exprience du
chercheur, suite un utilisateur d'un service de sant mentale de la municipalit
de Rio de Janeiro, au Brsil, dans son travail comme boulanger dans une
cooprative de cuisson. Tout en traitant bien avec des situations plus
courantes, cet utilisateur a montr qu'il est trs difficile de faire face la
variabilit de l'environnement, des situations qui fuyaient leur routine, avec un
niveau d'anxit qui l'a empch d'accomplir toutes les tches. Le chercheur a
agi de demander au patient d'expliquer verbalement ce qui l' affligeait, de toutes
les situations anxiognes, cherchant avec ce patient rfrences de telles
situations. Au bout de six mois, le patient tait capable de grer l'imprvisible
pertinente l'activit, le travail productif ou non. Pour l'tude des possibilits de
synergie entre les deux champs conceptuels ont t menes deux analyses de
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ce cas clinique. Dans un premier temps, nous avons utilis le concept d'activit
dirige (appartenant la Clinique de la Activit). Dans la deuxime analyse, les
concepts d'aimer et de jouer ont t utiliss. Les deux analyses ont t relis
entre eux en vrifiant les possibilits de synergie entre eux. Parmi les rsultats
a t formul l'existence d'une composante affective de nature collaborative
inhrente au processus collectif de cration de normes d'un genre d'activits
professionnelles. Il est devenu encore au fait que cette composante affective
est essentielle pour maintenir la vitalit du genre. Ainsi, on a conclu qu'il est non
seulement possible, mais aussi rentable, le rapport entre les deux champs
thoriques.
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apreensvel pelo sentido da viso). Nesta comunicao, pretendemos fazer um
relato sobre a construo de nossa abordagem verbo-visual dos dilogos,
apresentando e discutindo algumas questes tcnicas e terico-metodolgicas
envolvidas na considerao do gesto na reconstruo linguageirada
experincia de trabalho.
Resum
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- Ariele Binoti Pacheco, Gabriela de Brito Martins Santos, Janaina Madeira Brito
Resum
Ltude produit des rflexions sur lactivit des travailleurs du secteur du marbre
et du granit dans la municipalit de Cachoeiro de Itapemirim-ES. Les
propositions technico-mthodologiques de la Clinique de lActivit alimentent
des recherches en Troisime Cycle et stages de Psychologie du Centro
Universitrio So Camilo. Dans cette exprience, des pratiques dintervention
sont engendres pour crer un champ dintervention fructueux dans la Rgion,
balis par le principe thique consistant gnrer des contributions pour
llargissement du pouvoir dagir des travailleurs. Ainsi, la voix du mtier tisser
est assume comme protagoniste du processus danalyse et de modification
dans le/du travail. Des dispositifs tels un groupe focal et latelier photo,
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sarticulent sur lobservation participante pour faire rverbrer de nouvelles
rflexions sur lenvironnement et le processus de travail. Dans lopration de la
mthode, les premires perceptions purent tre confrontes par les autres
travailleurs, dialogique dynamisant lanalyse et llargissement des sens sur
lactivit de la pierre. Dans les cas prsents, nous avons rencontr un genre
professionnel affaibli par les discordances et dconnexions entre ce qui doit
tre fait et ce qui peut tre fait, ce que lon tente de faire sans y arriver et ce qui
se dsirerait faire. On identifie aussi ce qui est dans lactivit, de faon
lempcher, en produisant une atrophie du pouvoir dagir et la souffrance
paralysante dans le travail. Les interventions permirent aux travailleurs
dexprimenter une disposition collective rare. Cette activation du collectif peut
parfois enrichir des actions quotidiennes et aussi ouvrir une perspective de
rnovation du genre professionnel. Cest--dire, avoir cr une disposition de
dialogue et confrontation a ouvert une porte pour la construction dune tessiture
impersonnelle, utile et puissante, chaque vie tisse dans ce milieu de travail.
La vie est tisse dans lembrasure crative ncessairement installe entre ce
qui est prescrit et dfini comme tches.
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Abstract
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estudo se alicera nos pressupostos terico-metodolgicos do
InteracionismoSciodiscursivo (BRONCKART, 1999, 2006, 2008;
BRONCKART, MACHADO, 2004; MACHADO, 2005.) e da Clnica da Atividade
(CLOT, 2006, 2010; CLOT et all, 2011). Essa investigao, cujo olhar se
repousa na perspectiva do professor, faz parte do projeto Livros, materiais
didticos e trabalho docente: um percurso pela Histria e as contribuies para
o ensino e a formao (ABREU-TARDELLI, 2015) cuja amplitude investigativa
abarca as demais instncias do mtier e as esferas que (inter)agem na
atividade docente.
Resum
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Prticas de linguagem e de trabalho: a experincia laboral de professores
de ensino mdio frente a implantao de poltica pblica educacional no
estado do rio grande do sul. (Practices oflanguage and work: secondary
education teachers laboral experience regarding the introduction of an
educational public policy in state Rio Grande do Sul.)
Abstract
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policy and the (re) elaboration of the work activity. The diagnostic process
considered the characteristics of teachers work activity from language practices
originating from two methodologies: dialogized interview and activity groups (a
practice conceived on the basis of conceptions originating from Clinic of
Activity). Dialogized interview is understood as a device for producing individual
and face to face discourses involving researchers and research subjects,
coming from situations and / or considerations previously set out, in another
space and time, by a colective which gave a contribution allowing the
researcher to formulate questions regarding the approach of every topic related
to an specific theme. The interviewer (researcher) asks questions on the theme
debated in the context of the colective and lets the interviewed (research
subject) speak freely about each topic related to the theme, and that favors a
concentration on several discursive situations from previous moments, bringing
to the surface an enunciation having relevant considerations about the work
activity. The interview is audiorecorded for subsequent materialization of
discourses. Activity Groups consist in a methodology for that seeks, by means
of horizontalized training, involving managers (principals, supervisors and
advisors) and teachers for establishing a group of discussion and reflection on
subjects related to a problematics, taking into account the contribution each
participant specialty (mathematician, linguist, educators trainers) involved may
bring in order to develop a resolution, (re)elaborate and (re)organize in / from
the process by this colective (specialists). The analysis of the material anchored
in the conceptions developed by Marx on politecnics and in the perspective of
the dialogical discourse theory (BAKHTIN, 2003; BAKHTIN/VOLOCHINOV,
2004) as well as studies on work (CLOT, 2006).
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municpio de Maring/PR, na disciplina de Mtodos e Tcnicas de Pesquisa.
Em uma viso coerente com pressupostos tericos e metodolgicos do
Interacionismo Socio discursivo (BRONCKART, 1999; 2006), das Cincias do
Trabalho, mais especificamente Clnica da Atividade (CLOT, 1999) e
Ergonomia da Atividade dos Profissionais da Educao (AMIGUES, 2004), a
atividade do professor naquele contexto pode ser considerada tanto pelo
ngulo das normas e rituais ligados ao coletivo daquele fazer profissional como
tambm pelas aes de um sujeito para planejar, adaptar, organizar e definir as
tarefas e os instrumentos materiais e psicolgicos utilizados. Isso nos leva a
crer que aquele professor representa um estilo singular dos gneros de
atividade (CLOT, 1999) para desenvolver a sua ao docente, apresentando
indcios da mobilizao de recursos verbais e no verbais que precisam ser
investigados pelas suas implicaes com novos instrumentos de ensino e
aprendizagem. Assim, nos gestos observveis de uma professora com
formao em Letras atuando em um curso de Medicina, encontramos saberes
e capacidades docentes que foram acionadas para contemplar o trabalho
realizado como um sistema de atividades em um campo de trabalho
(BAZERMAN, 2005), o que nos permite demarcar o sistema de gneros do
discurso emergentes nas tarefas desenvolvidas naquele contexto de ensino
superior.
Abstract
On the assumption that the worker is at work experience and through the
reflective processes that his professional establishment are central to the
awareness of your identity and your professional style. In this sense, the textual
/ discursive genres become psychological tools that enable the professional
identity of awareness of and become self-training tools in a medical school, a
private institution in Maring / PR, discipline methods and techniques of
research. In a view consistent with theoretical and methodological assumptions
of Interacionism Sociodiscursivo (BRONCKART, 1999; 2006), the work of
Sciences, specifically Clinical Activity (CLOT, 1999) and Ergonomics Activity of
Education Professionals (AMIGUES, 2004), activity of the teacher in that
context can be considered both from the angle of rules and rituals linked to the
collective that make professional as well as the actions of a subject to plan,
adapt, organize and define the tasks and the material and psychological
instruments. This leads us to believe that that teacher is a unique style of
activity genres (CLOT, 1999) to develop their teaching activities, with evidence
of mobilization of verbal resources and non-verbal that need to be investigated
for its implications with new teaching tools and learning. Thus, the observable
actions of a teacher trained in letters acting on a course of Medicine, found
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knowledge and teaching skills that were driven to contemplate the work as a
system of activities in a labor camp (BAZERMAN, 2005), which it allows us to
demarcate the system of emerging discourse genres in the tasks developed at
the higher education context
- Giselle R. Brando
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como um caminho possvel, dentre tantos, para a compreenso de alguns
conceitos-chave da Clnica e, fundamentalmente, de sua lgica
desenvolvimental, para pensarmos a relao trabalho-subjetividade-sade.
Resum
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Ferramentas computacionais para anlise de textos da instruo ao ssia
sob o enfoque do interacionismosociodiscursivo: aplicabilidade dos
softwaresantconc e tropes. (Computational tools for the analysis of
instruction to the double texts from the perspective of sociodiscursive
interactionism: applicability of antconc and tropes softwares.)
Abstract
This study aims to present a practical way two computational tools and
functionality to perform linguistic analysis, involving gender issues, text and
speech. Briefly describes the main characteristics and potential of AntConc and
Tropes programs and exemplifies analysis of texts fragments resulting from
Method of the instructions to the Double, which appeared in the theoretical field
of work psychology in the context of Activity Clinic (CLOT , 1999). The
foundations of the Sociodiscursive Interactionism Theory (BRONCKART, 2006,
2008, 2009; MACHADO, 2004, 2005, 2007, 2009) are highlighted as the
theoretical framework, which deals with essential concepts such as text,
discourse and text genres, also the proposed by Bronckart (2006) to the
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analysis of texts, from text production context to its language units. The
research focused on the acting teacher in their practice, the network State
Technical Schools of the Secretariat of State, Science, Technology and
Innovation. The displayed step helped to elucidate issues concerning the
understanding of how to be placed in a position to describe his own activity the
teacher uses an act designed. It is evident by their materialized discourse a
potentially act based on the subject's experience that to be designed
retrospectively, exceeds its effective action. (BULEA, 2010).
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Palavras-chave: Clnica da atividade. Formao no trabalho. Vigilncia em
sade do trabalhador.
Resum
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- Maria Elizabeth Antunes Lima, Ana Paula de Castro Almeida
Abstract
Over the years, the changes that have occurred in Brazil in the political, social
and economic context drove companies to change, significantly, how they
manage their employees, requiring even more focus on developing policies and
employee management practices. Therefore, the performance of Human
Resources professionals has undergone major changes, and needs to adapt
their profile and activities in the face of new demands. This new form of action,
as part of strategic management of the business, brings a series of impasses
and difficulties for these professionals. Without finding space in their companies
to share them, they search for autonomous groups formed by peers to enable
the sharing of these experiences. However, these meetings, especially in the
case of the group subject of our study occur in a meeting format, with a set
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schedule and a limited workload, making it difficult for these exchanges to occur
in more detailed way. The purpose of this study was to offer, from the
theoretical and methodological resources proposed by the clinical activity, a
place for the Human Resources Professionals Group (GPRH) members so that
this in-depth sharing became possible and thereby caused transformative
effects and benefits in their activities. The confrontations with peers originated
from a methodological tool used, the instruction to doubled, put into circulation
difficulties and obstacles present in their everyday work, in addition to bringing
out the way each one handles these situations. This resultedin improving
theirpracticesas oftheir questionson ways tospeak,feelandperform
theiractivities,albeit not alwaysexplicit, are now consolidatedin their
professionalenvironment. The possibility of development of the dimensions that
compose their craft made these professionals extend their range on their own
activities and their working environment.
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mbito. Destacam-se entre os objetivos desses estudos a investigao sobre o
agir dos professores, representaes e identidades. Constata-se que a
autoconfrontao e a instruo ao ssia so instrumentos de grande valia para
a formao de futuros professores, e que os mesmos foram utilizados para a
obteno de dados nas pesquisas.Consideramos que tal estudo importante,
visto a ampliao de pesquisadores que tem trabalho na perspectiva da Clnica
da Atividade. Esperamos com este trabalho identificar as principais discusses
e contribuies trazidas pelas pesquisas que fizeram uso da metodologia em
clnica da atividade no Brasil, nos ltimos anos, mais especificamente as que
tematizaram o trabalho docente no ensino superior.
Resum
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annes, en particulier ceux qui ont thmatise le travail d'enseignement dans
l'enseignement suprieur.
Abstract
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One of the most recurrent arguments among Basic Education teachers when
discussing the inclusion of visually impaired students in regular classrooms is
the fact that they had not been prepared to work with those students. According
to Mantoan (2014), to educate the teacher under the perspective of inclusive
education means resignifying their roles, that of the school, of education itself
and that of the usual pedagogical practices in all levels of the excluding context
of our teaching. It is this paradigm that, to a certain extent, motivates the
teacher to seek for new alternatives for an inclusive project which does not fit an
old matrix of school. The inclusive teacher, autonomous and aggregator,
needs to think of different ways of transforming his own teaching and of
(de)constructing certain representations about the visually impaired person. In
this sense, based on a self-heteroecoeducative perspective (FREIRE e LEFFA,
2013), this work aims at reflecting on the relevance of a technological tool the
Virtual Braille as a possible way to (de)construct pedagogical practices in
inclusive classrooms. Taking into consideration that teacher education is a
creative activity (LIBERALI, 2010) of an intentional and shared production of
meanings to transform society critically (op.cit, p. 72), and also the concepts of
artifact/tool ofthe Work Sciences (CLOT, 2006; AMIGUES, 2004), this piece of
research analyzes qualitatively the voices of a group of teachers who has been
introduced to the Virtual Braille in a workshop. The teachers evaluated how this
resource helped them to resignify their practices with visually impaired students
in regular classes. Besides, the access to the tool allowed these teachers to
contribute with ideas so that the digital tool may better serve didactic and
formative purposes.
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ministrarem aulas de lngua estrangeira para alunos com deficincia visual e
baixa viso transformam novas ferramentas de trabalho para a realizao das
suas tarefas. Alinhando-nos aos conceitos de gnero da atividade, gestos
especficos, artefato e catacrese subjetiva (CLOT, 2000; 2003; 2006; 2010),
propomos refletir, luz dos princpios da Clnica da Atividade, como trs
professoras de lnguas estrangeiras (francs, ingls e espanhol) de um curso
de extenso de uma universidade pblica interpretam e avaliam o processo de
apropriao de diferentes artefatos. Nosso corpus composto por entrevistas e
relatos dessas professoras e a anlise pautou-se no paradigma interpretativista
que pressupe, sobretudo, a observao do mundo vinculado s prticas
sociais e significados vigentes (BORTONI-RICARDO, 2008). Os resultados
apontaram para o fato de que as professoras reconhecem a importncia da
transformao dos artefatos na concretizao das suas aes e objetivos em
sala, percebendo-se protagonistas do seu prprio agir. Alm disso, os textos
das professoras evidenciam que elas passam a compreender, a partir de certo
momento, a amplitude e a complexidade do trabalho do professor que deve
administrar, alm das tarefas prescritas, as atividades suspensas ou
redimensionadas.
Abstract
Abstract
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performed, which with its variabilities always has managed to be made by the
workers. It is closely related to the ability to define and produce health and
disease. And manage the work means making choices, restandardize, create
new situation. Manage being understood in a sense complex, in a professional
dimension, economic, personal and intersubjective. To grasp the complexity
and uniqueness of the work in call center, beyond the visible and measurable
requirements, sought to use the technique of instructions to Double and the
meetings on the Work, with a view to provide a reflection and a speech about
the work by workers. The restandardizes were observed in other use of
prescriptions: pauses, script and voice, through which the operators print your
brand. The value of employment contravenes the negative repercussions for
health, illness and suffering, with strict control of space, time and behavior. It is
concluded that the consideration of the management dimension, seen in its
uniqueness, must be recognized by own workers, health professionals and
researchers, as a key element for disease prevention and health promotion.
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saberes dos trabalhadores produzidos na atividade. Os resultados revelaram
que a compreenso da histria e do saber de cada trabalhador no
desenvolvimento da atividade favorece tanto o reconhecimento do investimento
que o trabalhador faz de si quanto fortalece sua identidade pessoal e social,
possibilitando, assim, a construo do sentido do trabalho.
Abstract
Understand the meaning of work for workers of nursing Neonatal Unit from the
point of view of the activity, was the objective of this research. To understand
and analyze the activity of work we use the devices of workshops and meetings
about the Work. We find that give workers real us on a dime on working
conditions. These we include a dimension of identification, coping and
resolution of problems. In this context, we classify these knots in seven
categories: the nodes for the ambience, the nodes for the Intermediate Unit
Kangaroo, the US relating to overcrowding, the nodes for the protocols, we
watch the related chronic child we referring to teamwork and the US regarding
professional recognition. In the meetings, workers revealed the mobilization
necessary subjective in work situations, violating the requirements to give an
account of what must be done. This engagement is invisible to the hierarchy
and many times for the worker, but extremely necessary to manage the lags
between prescribed and real. The research undertaken, in conjunction with the
concrete experience of managing the Neonatal Unit, pointed out some clues to
the development of collective management with the incorporation of knowledge
of workers produced in the activity. The results revealed that the understanding
of history and of knowledge of each worker in the development of the activity
promotes both the recognition of the investment that the worker makes you as
strengthens their personal and social identity, enabling thus the construction of
the meaning of the work.
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A pesquisa que apresentaremos desenvolvida no contexto dos cursos de
extenso universitria em lngua francesa de uma Universidade pblica
paulista, os quais tm como propsito, alm do ensino do francs para um
pblico heterogneo, servir de local de pesquisa e formao para estudantes
de licenciatura e ps-graduao que os ministram. Desde 2010, a coordenao
desses cursos pe em prtica o tutorat, uma modalidade de formao que
consiste no acompanhamento dos professores iniciantes por professores mais
experientes, ostutores. Considerando que ensinar e aconselhar um professor
so atividades distintas, apoiamo-nos no InteracionismoSociodiscursivo
(Bronckart 1999/2009, 2006/2009, 2008; Machado, 2009, Bulea, 2010) e em
aportes das cincias do trabalho, mais especificamente da Clnica da Atividade
(Clot, 1999, 2001, 2008) e da Ergonomia da Atividade (Fata e Vieira, 2003;
Fata, 2004; Saujat, 2004; Amigues, 2004) a fim de analisarmos as
especificidades do trabalho do tuteur. Os dados que compem esta pesquisa
foram produzidos em uma interveno iniciada em 2014 com um coletivo de
tutores interessados em discutir sobre os desafios de seu trabalho e encontrar
solues para as dificuldades vividas. A partir dos anseios desses tutores,
conduzimos entrevistas em autoconfrontaes simples e cruzadas e uma
reunio de retorno ao coletivo, nas quais os tutores participantes puderam se
colocar na perspectiva de observadores de sua prpria atividade. Nesta
comunicao, apresentaremos alguns dos resultados desta pesquisa em
andamento que nos permitem desvelar o posicionamento dos tutores
participantes da pesquisa a respeito das prescries que pesam (ou no) sobre
seu trabalho.
Resum
Este trabalho, em dilogo com o eixo temtico Anlise dos dados estatuto da
linguagem procedimentos analticos explicitando controvrsias, objetiva
colocar em pauta os seguintes questionamentos: O gnero metodolgico
entrevista de autoconfrontao capaz de modificar o agir docente, dotando-o
de um poder de ao? Em que medida a autoconfrontao (re)empodera o
professor e regula a sua prtica em sala de aula? Quais so as implicaes da
relao pesquisador-pesquisado e as suas consequncias para o
gerenciamento do agir docente? Todas as perguntas em tela so fruto de um
exerccio investigativo que se iniciou com uma pesquisa de doutorado e
continuou por meio do projeto de pesquisa Discursos e prticas do professor de
portugus em formao: um dilogo entre escola e universidade. Nos contextos
investigativos mencionados, coletei um corpo de dados distribudo entre
professores em atuao e em formao que me autorizou a refletir sobre a
necessidade de ressignificar a metodologia de autoconfrontao. Nessa
medida, tomei-a como parmetro para pesquisas intervencionistas, j que a
autoconfrontao, por si s, no se revelou, nos dados analisados, suficiente
para a modificao do agir, mas sim como metodologia provocadora de outras
estratgias formativas. Para embasamento terico, este trabalho orientou-se
pela teoria do InteracionismoSociodiscursivo, atravs das leituras de Bronckart
(1999, 2006, 2009); e tambm pela teoria dos gneros discursivos e do
trabalho, valendo-se, para isso, dos postulados de Clot (2006, 2010) e Bakhtin
(2003).
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Abstract
This work, in dialogue with the main theme Data analysis - status of language -
analytical procedures explaining controversies, objectively put on the agenda
the following questions: Methodological gender self-confrontation interview is
able to modify the act teaching, giving it a power of action? The extent to which
self-confrontation (re) empowers the teacher and regulates its practice in the
classroom? What are the implications of the researcher-researched relationship
and its implications for the management of acting teacher? All screen in
question are the result of an investigative exercise that began with a doctoral
research and continued through the research project Speeches and Portuguese
teacher practices in training: a dialogue between school and university. In
investigative contexts mentioned, I collected a data body - distributed among
teachers in action and training - which allowed me to reflect on the need to
reframe the self-confrontation methodology. To that extent, I took it as a
parameter for interventional research, since the self-confrontation, by itself, is
not revealed in the analyzed data, enough to change the act, but as provocative
methodology of other training strategies. For theoretical background, this work
was guided by the InteracionismSociodiscursivo theory, through the readings
Bronckart (1999, 2006, 2009); and also the theory of genres and work, drawing
up for that, the postulates of Clot (2006, 2010) and Bakhtin (2003).
- Flavia Fazion
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referencial terico, ancorado principalmente nos estudos de Vigotski ([1934]
1997, 2003, 2004). Sendo assim, adotamos o quadro terico-metodolgico
proposto pela Clnica da Atividade (CLOT, 1999, 2010; CLOT et al., 2001;
CLOT; FAITA, 2000) e pela Ergonomia da Atividade dos Profissionais da
Educao (AMIGUES, 2002, 2004; SAUJAT, 2002, 2004, 2010; FAITA, 2004;
FAITA; SAUJAT, 2010) para o estudo sobre o trabalho e, mais
especificamente, o trabalho do professor, e o referencial terico do
InteracionismoSociodiscursivo (BRONCKART, 1999, 2005, 2006, 2008, 2013)
que investiga o agir humano tendo como base a linguagem. Os resultados de
nossas anlises nos permitiram compreender como os diferentes gneros
produzidos na situao de trabalho (emails e reunies) e em decorrncia da
pesquisa sobre o trabalho (relatos, autoconfrontaes, reunio de
retrospectiva) auxiliam no desenvolvimento profissional e nos permitiram
observar a gnese de um novo mtier: de professores, no incio do processo,
eles se tornaram elaboradores de material didtico, com uma histria tecida e
construda nas relaes interpessoais que construram. Nesse sentido,
podemos afirmar que o processo de elaborao, com o auxlio dos
instrumentos de pesquisa que construmos ao longo do processo, contriburam
para o desenvolvimento dos envolvidos.
Resum
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isso, visamos compreender o desenvolvimento das capacidades docentes
desses futuros professores durante as atividades deste projeto.
Abstract
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Em que pese os avanos tecnolgicos e os conhecimentos acumulados nas
ltimas dcadas no campo administrativo como a sofisticao e reinveno dos
modos de produo, sugere-se que as formas de organizao e gesto do
trabalho no se distanciaram significativamente de sua origem. Nota-se a falta
de teorias e prticas que contribuam para que as reas que circulam em torno
da categoria trabalho possam responder verdadeiramente com outras formas
de organizao e gesto do trabalho. Nesta perspectiva, defende-se que a
Economia Solidria ES, segundo os pressupostos da autogesto,
configurara-se em uma proposta que se aproxima de uma perspectiva
integradora e emancipatria do trabalho ao colocar a centralidade do
trabalhador no processo de gesto e organizao. Neste sentido, a presente
reflexo representa um recorte do projeto de doutorado que busca no seu
objetivo central: Compreender a atividade de gesto desenvolvida em uma
cooperativa do MST nas diferentes interaes que constitui a organizao do
trabalho e investigar os saberes envolvidos nesta experincia, tomando-se por
base o processo de normatizao nela constitudo. Destaca-se, neste caso, a
noo de atividade de gesto, compreendida como uma noo de mltiplas
faces e de inmeros desdobramentos internos e externos que se encontram
implicadas nas relaes sociais que a compe, e que destas, tambm
decorrem, envolvendo, portanto, mltiplos fatores. Para isso, busca-se
articulao entre: a linguagem, segundo a perspectiva da anlise do discurso
francesa (Maingueneau, 2015; 2008); os estudos propostos pela Ergologia
(Schwartz, Y. e Durrive, 2010) e as contribuies da clinica da atividade (Clot,
2006) a fim de refletir sobre os fatores presentes na atividade de gesto de
uma cooperativa do Movimento dos Trabalhadores sem Terra do Estado do
Paran, materializados por meio da linguagem sobre a atividade de trabalho.
Resum
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professora implicou considerar os saberes, recursos e valores que circulam na
sua viso de educao e para a forma e o grau em que sua atividade
determinada pelas prescries curriculares, que se reconstroem no encontro,
sempre singular, com variabilidades inscritas nas situaes reais de trabalho.
Os valores que operam na atividade da professora pesquisada no so
desvinculados dos valores que a move na vida cotidiana, os valores que ela
carrega determinam sua atividade.
Abstract
This research aimed at analyzing the complexity of teaching activity, from the
perspective of the Clinic of Activity developed by Yves Clot, with focus on the
school curriculum. The intention was to understand teaching activity such as it
is developed in the classroom, by the teacher herself, considering the
conditions, the resources and the real pressure under which she lives in her
everyday activity. A qualitative research was carried out, using simple self-
confrontation, which aims at arousing a process of analysis and reflection on
the teacher who was directly involved in the research and, as a result, to permit
possible transformations to occur in her curricular teaching activity. This
approach provides the researchers with quite complex analysis instruments to
study the teaching activity in the classroom, mainly from what we denominate
real curriculum and the reality of the curriculum. In this sense, it is important to
point out the elements that prescribe teaching activity, controlling and restricting
her development in the classroom. The participant teacher of this research
teaches in an elementary municipal school in Macei, and faces various
everyday obstacles to put the curriculum into effect in the school. An interview,
classroom observations and filming were carried out in this teachers classroom;
it was a group of 2nd grade of elementary school. This teacher was invited to
analyze and discuss her own activity, how she does it, its obstacles, as well as
what she cannot do to make her curricular activity possible. Looking at this
teachers work activity implied considering acquirements, resources and values
that are around her view of education. Furthermore, we looked at the way and
degree in which her activity is determined by the curricular prescriptions which
are rebuilt in the encounters, always singular, with variables inscribed in the
situations of real work.
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Sade Mental e Trabalho Coletivo: uma experincia de prtica docente
solidria. (Mental Health and Collective Work: a solidarity teaching practice
experience.)
Abstract
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way. In this sense, we treat more specifically the solidarity as a kind of collective
intelligence, which does not include a one-way route, individual action that feed
the collective without reciprocity. The meaning is just the opposite, it starts in
the actions of the collective - in the sensible considerations, in listening,
planning, controversy, consensus - towards each of its members, revealed in
the understanding of the importance to respect the individual dignity.
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Abstract
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Atividade. A metodologia utilizada foi qualitativa e realizada atravs das
tcnicas de autoconfrontao simples e autoconfrontao cruzada que foram
aplicadas em seis operadores do Centro de Controle Operacional, dois de cada
nvel de tenso. Como principais resultados destacam-se as peculiaridades de
cada nvel de tenso. Na alta tenso o trabalho de sobreaviso; na mdia, as
demandas simultneas e a interface com a baixa tenso e; na baixa o excesso
de demandas sem filtragem, o contato direto com clientes e a escassez de
apoio e recursos na operao. Em relao ao gnero e estilo da atividade
identificou-se o uso de relacionamento para apressar o servio seja com
clientes ou com as equipes de campo, o uso de caderno e esquemas mentais
para organizao do trabalho e a reordenao dos horrios para facilitar a
convenincia dos operadores. Apontam-se como impedimentos da atividade, o
excesso e simultaneidade de demandas, limitaes das equipes de campos e
trabalho em turnos. Conclui-se que a interveno, a partir das confrontaes,
gerou um dilogo com o coletivo profissional, fazendo com que os operadores
sassem de uma produo mecanizada para um refletir sobre sua prtica
atravs da atribuio de significados e sentidos do trabalho.
Abstract
Keywords: Activity clinic. Gender and activity style. Work psychology. Operators
of electric systems. Research Methodology.
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Abstract
The purpose of this essay is to analyze discourse and work through the song
Construction, by Chico Buarque de Hollanda, from the contributions of the
dialogic circle of Bakhtin and the materialist, historical and dialectical
psychological conception and framework, represented by psychology authors
such as Vygotsky and Clot. Concerning the analysis method used by this study,
the focus is genetic-historical with focus on the development of the discursive
and working activity. The song Construction is part of literary-musical discourse
and belongs to a movement named popular Brazilian music MPB. The
analyzed song was written in a social and historical context in which Brazil
faced a military dictatorship characterized by strong censorship and repression.
The song is representative of the critical line of his musical work, defined by a
painful report of the demeaning relationship between capital and labor.
Contributions on the subject notion, the social category as constitutive of human
being and the meaning were discussed based on the cited references. The
song suggests a repetition process concerning the actions performed in the life
and job of a civil construction worker. The song Construction helps us
understand that a life emptied of meaning loses itself in its goals and in action
potential, destroying it's vitality. The production of meaning favors the
awareness and increases the power of acting on reality. The literary-musical
discourse is, therefore, an appropriate resource for social and political analysis
of this reality, and it also favors an integrated approach to cognitive and
affective aspects. The analysis of the Construction song has pointed to
intervention paths in the emergence of a critical discourse capable of
reverberating in live work.
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fundamentada pela Clnica da Atividade, realizada junto a seis professoras de
um Centro de Educao Infantil. Dentre outros, os resultados mostraram um
processo de intensificao do trabalho. No discurso das docentes houve o
reconhecimento de que a EI requeria uma atuao intensiva, na medida em
que crianas pequenas necessitariam de ateno constante. Mas, para alm
desta condio, era solicitado s professoras que lidassem com uma demanda
maior do que as condies disponveis suportavam. Tal processo se realizava
atravs de um nmero excessivo de alunos em sala e se amplificava, por
exemplo, com a escassez de recursos para realizar as atividades.
Repercusses danosas decorrentes deste quadro foram relatadas: dores no
corpo, sintomas psquicos, dentre outras. Dentre as estratgias desenvolvidas
para lidar com a intensificao do trabalho, destaca-se um elemento do gnero
profissional: o domnio de sala. O domnio de sala fornecia uma srie de
orientaes sobre como lidar com uma turma com muitos alunos. Domnio
sobre as manifestaes afetivas das crianas e sobre as interaes entre os
alunos para que fosse possvel viabilizar a prpria ao. Trabalho da
organizao que, entretanto, no se adequava s pr-ocupaes de uma
docente que o estilizou e criou sua prpria verso do domnio de sala: um
domnio mais aberto s manifestaes espontneas das crianas. Na medida
em que a reformulao estilstica era acolhida pelo grupo, esta pde alimentar
o gnero profissional e ampliar o poder de agir.
Abstract
Quando a sobrevivncia pode custar a vida: o preo que se paga para ser
caminhoneiro. (When survival can cost life: the price paid for truck driver.)
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sobre o setor rodovirio de cargas, especialmente no que diz respeito
explorao da mais-valia absoluta que obriga os motoristas a cumprir uma
jornada de trabalho sobre-humana.
Abstract
About 62% of all charges circulating in Brazil are carried by road. The sector
has about 2 million truck drivers, a number equivalent to approximately 1% of
the population. To understand the relationship between health and work in the
activity of long routes truck, a master's research was held, located in Social
Work Psychology, and used the ethnographic method through researcher
travels with truckers. Seven reflective interviews and informal dialogues were
also held with various drivers. Interviews and field diaries were transcribed and
submitted to hermeneutic interpretive analysis. Several factors stood out during
the field work, but it is worth mentioning here the fact that the work as a truck
driver have a high cost from the physical and mental point of view, and may, as
reported by employees, in some cases cost the lives immediately or the
medium and long term. The description made by the workers and the
experience in the field showed an atypical journey of work, which usually
exceed 15 hours per day and can easily reach 48 hours without rest breaks.
The constant use of drugs, reports of physical and mental problems resulting
from the exercise of the profession, the high level of burden and pressure also
clearly pointed out how the profession can be harmful to health and life. The
truck drivers reported that several colleagues have developed serious physical,
and especially mental, problems that made it impossible to continue working,
and many of these truckers have serious difficulties to retire. The heavy work
and precariousness of this activity stood out, which are due to the strong
influence of the capitalist logic on the road loads sector, especially with regard
to the exploitation of absolute surplus value which requires drivers to carry an
inhuman working day.
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tendo os docentes do ensino superior como protagonistas. As polticas de
mercantilizao adentram s Instituies de Ensino Superior privadas,
atrelando formas de coordenao e, fundamentalmente, os modelos de
padronizao e controle das atividades tcnico-administrativas e pedaggicas,
demandando a profissionalizao dos dirigentes e a produtividade dos
docentes numa clara inteno de garantir o desenvolvimento e o progresso do
ensino voltado para o mercado neoliberal. Nesse cenrio, os professores tm
um papel estratgico e essencial no que concerne manuteno e
fidelizao dos acadmicos as instituies privadas, pois so eles, atravs de
suas tcnicas de ensino e do relacionamento com os discentes que promovem
a conservao e a ampliao do nmero de matrculas e garantem a efetivao
da qualidade do ensino superior. Deste modo, a partir do contexto supracitado,
tomamos como ponto de partida que as atividades laborais desenvolvidas
pelos docentes reverberan na produo dos sentidos de seu trabalho e
refletem em sua maneira nica de ser e vivenciar as suas emoes. Assim, a
partir da teoria vigotskiana, procuramos entender e refletir sobre os seguintes
questionamentos, a saber: Quais emoes permeiam a vida cotidiana dos
docentes? O quanto mobilizam? O que produzem? Visto que apreender as
emoes que emergem no cotidiano dos docentes proporciona, a ns
pesquisadoras, contribuies para entender as relaes dialticas por eles
vivenciados e a forma como constroem seu modo ser professor.
Abstract
This work refers to a cut of doctoral research in development, the first author
with the guidance of the second author, and higher education teachers as
protagonists. A market policy penetrates the private higher education
institutions, harnessing forms of coordination and, fundamentally, the
standardization of models and control of technical-administrative and
educational activities. This demands the professionalization of leaders, as well
as the productivity of professors, in a clear intention to ensure the development
and progress of education based in the neoliberal market. In this scenario,
professors have a strategic role and essential regarding the maintenance and
retention of academic private institutions. They are, through their teaching
techniques and relationships with students, that promote the conservation and
expansion of the number of students and ensure the effectiveness of the quality
of higher education. Thus, from the above context, we take as a starting point
the work activities undertaken by professors reverberate in the production of the
meanings of their work, and reflect on their unique way of being and
experiencing emotions. Then, from the Vygotskian theory, we seek to
understand and reflect on the following questions, namely: What emotions
pervade the daily lives of teachers? How they mobilize them? What do they
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produce? Grasp the emotions that emerge in the daily lives of teachers provides
to us researchers , contributions to understand the dialectical relationship they
experienced and how they build their way to be a professor.
Abstract
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The public education institutions are managed by thoughts intended for group work
whose values and purposes are determined by higher authorities as secretaries,
managers, coordinators and others. In training interventions, desired educational
ideologies and philosophies are propagated and a didactic idealized. That usually
does not consider the actual activity, defined by Clot (2008) as what it is not done, or
what is done and is not successful but must be redone (CLOT, 2008), as well as
professional needs to perform the work, which makes the occupation a "factory" of
diseases related to professional stress. In this context, in traditional actions for
ongoing training, the teacher trainer tries to understand the problems for, then,
transforming them. In the opposite direction, in the Clinic of Activity, training
intervention is a resource to help professionals to understand, analyze and interpret
their own activity in order to develop it. In this approach, consultants or external
trainers are not the ones to provoke and discuss the problems. Instead, it is the very
professionals who seek to understand their actions as an activity directed to the
subject, the object and the other (CLOT, 2006) from which ongoing activity conflict
mediated by technical or semiotic instruments through which it materializes emerges.
The aim of this work is to present the interview data gathered with the collective of
teachers from a public institution who are encouraged to refer to the reasons,
tensions and difficulties in order to raise reflections on conflicts that determine their
actions in the professional context where it is not unusual to feel physically and
mentally compromised (LIMA, 2016). We seek, in the results, evidence that
interventions in the Clinic of Activity perspective may demonstrate that when teachers
accept and seek partners they can overcome existing problems.
Key Words: Clinic of Activity; Collective Work; Ongoing Training; Actual Work;
Teachers Health
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avaliativos relativos tanto temtica, quanto ilustrao dessa. Nossa busca
por instaurar um ambiente interventivo de reflexo, cada vez mais explcito, em
salas de aula de formao inicial de professores, acerca do profissional
docente e de seu agir profissional, vincula-se filiao da centralidade das
aes de linguagem nos processos de textualizao (MATENCIO, 2005, 2007,
2009) e da validade de acessarmos representaes do ser docente e do ensino
como trabalho (LOUSADA,2011; LOUSADA, MACHADO, 2005). Contribuies
da Clnica da Atividade (CLOT, 1999, 2007, 2008, 2010), aliada a discusses
da Teoria das Representaes Sociais (MOSCOVICI, 1989, 2004; JODELET,
1989; ABRIC, 1986), so atualizadas para estabelecer o escopo pelo qual
analisamos os indcios identitrios sobre a figura docente depreendidos de
prticas formativas vivenciadas no estgio. Na emergncia das vozes dos
sujeitos envolvidos com a formao, com vistas a uma metodologia de anlise
do trabalho do professor (Lousada, 2004) em formao, reconhecem-se
tomada de posicionamentos, expectativas, frustraes. A preparao em sala
de aula para as atividades de docncia, enquadradas nos estgios, figura um
lugar para se acessar, via enunciao, no apenas representaes acerca dos
objetos de estudo e ensino, caros nos e aos gestos de transposio didtica a
serem planejados e planificados, mas tambm representaes identitrias em
curso acerca do profissional professor que informam sobre outras dimenses
de e para anlise do trabalho real (Clot, Fata, Fernandes;Scheller, 2001) do
(futuro)professor.
Abstract
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trs desse mtodo em cada uma das abordagens, o que abre distintas
possibilidades de acesso e alcance s dimenses da atividade. Por outro lado,
em situaes de campo, no fazer da atividade dos analistas do trabalho
(ergonomistas e clnicos da atividade) os mtodo podem se
complementar.Debater sobre essas semelhanas e diferenas possibilita situar
quais as especificidades de cada uma, seus propsitos e suas contribuies
para o desenvolvimento do estudo da atividade humana em situaes reais de
trabalho, objetivo compartilhado tanto pela ergonomia quanto pela Clnica da
Atividade.
Abstract
This theoretical essay aims to explain the differences and similarities between
the self-confrontation used in Activity Ergonomics and Clinical Activity. The
theoretical framework considered to discuss the verbalization in self-
confrontation in ergonomics will be the course of action of Theureau, whose
epistemological foundation is the Situated Action. Already the epistemological
foundations of self-confrontation in the activity of the Clinic are the socio-
historical psychology Vygotsky, with important contributions from Clot. This
method differs from other types of utterances that target explicit knowledge
workers represented. The specificity of self-confrontation is precisely from the
verbalized, accountable and demonstrable activity through language but not
limited to knowledge conscious and theoretical. His great contribution is to go
beyond knowledge represented and aware, as access to tacit knowledge, body
and also to what is not conscious to the subject at the time of action
(subconscious). Nuances and particularities are present in how each discipline
approaches this method, and therefore the relevance of this debate for
enrichment and development of the method himself and also of the disciplines
involved. There are considerable differences in the use, in theoretical and
practical purpose and framework behind this method in each of the approaches,
which opens up different possibilities of access and reach the dimensions of
activity. On the other hand, in field situations, in making the activity of labor
analysts (ergonomists and clinical activity) the method can complement each
other. Discuss these similarities and differences makes his possible to situate
what the specifics of each, their purpose and their contributions to the
development of the study of human activity in real work situations, this objective
shared by both the ergonomics as the Clinical Activity.
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Trabalho, subjetividade e sade: a atividade de servidores em um
Estabelecimento de Custdia e Tratamento Psiquitrico de Minas Gerais.
(Work, subjectivity and health: the activity of workers in Establishment of
Custody and Psychiatric Treatment of Minas Gerais.)
Abstract
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Resum
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capitaliste, et qui est affect par des atteintes la sant physique davantage
objet dtudes - et la sant mentale. Il sagit de recherches encore leur
dbut et qui abordent ce travail dans la commune et, plus encore, qui labordent
du point de vue de lactivit. Dans sa phase actuelle, la recherche comprend la
ralisation de dialogues, dobservations et le suivi de conducteurs en des
situations relles de travail, en vue de donner suite la mthode de
lautoconfrontation croise. Nous esprons, grce cette tude, contribuer la
formulation de politiques publiques qui favorisent lamlioration des conditions
de travail de ces travailleurs, ainsi que le perfectionnement qui en rsultera
dans la fourniture de ce service la population.
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Resum
Ce travail est le rapport dune intervention conjointe, fruit de deux recherches
une de matrise et lautre de doctorat en cours de ralisation dans le cadre du
Programme de Troisime Cycle en Psychologie de lUFF (Niteri). Toutes deux
utilisent la Clinique de lActivit comme outil pour penser la formation
professionnelle par laction. La formation laquelle nous nous rfrons est
accomplie dans lenseignement public suprieur dans le domaine de la sant,
et concerne un groupe dlves de licence qui, au moment de la recherche,
participait un Programme dducation par le Travail dans le domaine de la
Sant PET Sade Redes de Ateno. Ce programme fut dvelopp partir
dun projet soumis un appel doffres national du Ministre de la Sant, en
partenariat avec le ministre de lducation. Ralis entre 2013 et 2015 dans la
Zona Oeste de la Municipalit de Rio de Janeiro. Nous avons utilis, comme
mthode de recherche-intervention, les Instructions au Sosie, qui consistent en
un exercice dans lequel le chercheur joue le rle dun suppos sosie, qui
substituera le travailleur lors dune journe de travail, afin de discuter ainsi,
lactivit dans ces points caractristiques. Lintervention eut lieu en trois
runions, durant lesquelles lexprimentation de la mthode fit lobjet dun
accord, fut vcue et discute. Nous avions comme objectif de mettre en dbat
les controverses de lactivit des tudiants, qui comprenait la tche dans des
units de sant pour les soins de base et de sant mentale. Nous prsentons
ici cette exprience vcue sur le terrain, partir de la mthode utilise, en
misant sur un dveloppement, tant des participants la recherche, les lves,
que de ceux qui proposrent une telle intervention. Dans ce sens, nous
pensons une formation qui fonctionne dans les deux sens.
Este trabalho o relato de uma pesquisa que teve como principal objetivo
pensar o ofcio de analista do trabalho a partir da perspectiva da Clnica da
Atividade. Ela se desenvolveu no Programa de Ps-Graduao em Psicologia
da UFF e est ligada ao Ncleo de Estudos e Intervenes em Trabalho,
Subjetividade e Sade (Nutras), coordenado pela Prof. Dra. Claudia Osorio da
Silva. Este grupo de pesquisa encarado como grupo de pares do ofcio em
questo, servindo como fonte e recurso de desenvolvimento de todos que dele
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Resum
Ce travail est le rapport dune recherche dont le principal objectif fut de penser
le mtier danalyste du travail partir de la perspective de la Clinique de
lActivit. Elle fut dveloppe dans le cadre du Programme de Troisime Cycle
en Psychologie de lUFF et est lie au Ncleo de Estudos e Intervenes em
Trabalho, Subjetividade e Sade (Nutras) [Groupe dtudes et Interventions en
Travail, Subjectivit et Sant], coordonn par la Prof. Dr. Claudia Osorio da
Silva. Ce groupe de recherche est considr comme un groupe de pairs de la
profession en question, servant la fois comme source et ressource de
dveloppement de tous ceux qui y participent. De ce fait, la recherche a t
dveloppe, aussi bien partir dune tude thorique, recueillant lhistoire du
mtier et quelques paris mthodologiques faits par ce groupe qui impliquent
le domaine de la Sant du Travailleur au Brsil et lAnalyse Institutionnelle ,
qu partir de deux expriences vcues par la chercheuse : lexprimentation
dune mthode danalyse du travail, les instructions au sosie, et sa propre
participation aux runions de son groupe de recherche, propos desquelles
elle a dvelopp un journal de terrain. La premire exprience sest droule en
partenariat avec une tudiante en doctorat du Nutras, et travers elle, il fut
possible danalyser lactivit dtudiants de licence en Ergothrapie, intgrs
dans des services de soins de sant. La seconde exprience assura
lintensification des discussions sur lactivit du chercheur/analyste du travail en
elle-mme, en exposant et en largissant le dbat concernant les controverses
de ce mtier. De la sorte, le groupe de recherche a servi en tant que dispositif
de formation danalyste du travail.
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Resum
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Resum
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Abstract
With the increase of the elder population in Brazil, there has been emerged
public policies directed to that population. One of those policies used by Belo
Horizonte city is hiring elder caregivers to act with those in major social
vulnerability. In an intervention done by NASF (Family Health Support Center)
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with those professionals, with the intent of analysing the perceptions of their
conditions of work and health, was opted for using the principles of the Clinic of
Activity of Ives Clot. For that, a bibliography research was needed to define the
concepts of Clinic of Activity, which concepts are not easily comprehended, but
getting to know them provides a change in the way they see their work. The
using of those principles brought the caregivers into a big reflection about their
work, considering that before using them, in other interventions made with those
caregivers, the dialogs happened in a more superficial level. There was also a
bigger deepening in the questions and conflicts that concerned their activities.
The methodology used was the study of multiple cases, focused in the work of
three of those caregivers. The results noted were related to the precariousness
of the collective job of those caregivers, since they only have a few moments in
which they meet to talk about their job. And one conflicting point in their activity
is the fact that, in some houses, they witness violence cases, verbal or physical,
from the parents against the elder, and are not able to do much, generating
resentment and impotency.
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Italiano (MOI), difundido nas produes de Ivar Oddone, cujos princpios legado
s Clnicas do Trabalho so a interdisciplinaridade e a participao dos
trabalhadores no estudo, constitutivos das chamadas Comunidades Cientficas
Ampliadas. Nisso reside o carter clnico da ACT; contribui para criar novas
questes e caminhos para a Educao em Sade.
Abstract
necropsia, por se tratar de uma profisso que lida diretamente com a morte no
ambiente de trabalho, o que acarreta comprometimento valorativo negativo de
sua representao social. Faz parte do referido mtier o contato com
cadveres e fluidos corporais, dentre outras condies perigosas e
indesejveis que podem caracterizar a exposio a riscos ocupacionais. A
instituio escolhida para o desenvolvimento dessa pesquisa foi um Servio de
Verificao de bito (SVO) situado em cidade de mdio a grande porte, na
regio nordeste do Brasil. Este estudo est ancorado aos constructos terico-
metodolgicos da Clnica da Atividade e tem como principal objetivo analisar
clinicamente a atividade profissional do tcnico em necropsia, de modo a
explorar atividade profissional usualmente assimilada ao conceito de trabalho
sujo e favorecer clinicamente o repensar, por parte destes trabalhadores, da
sua prpria atividade de trabalho face aos possveis impedimentos/dificuldades
que lhe so associados. Em termos de delineamento terico-metodolgico,
propomos o desenvolvimento de uma interveno que est dividida em duas
etapas. A primeira diz respeito a entrevista individual semiestruturada, que visa
investigar junto ao trabalhador os motivadores iniciais para o ingresso na
profisso, as vivncias atuais e as perspectivas que tem para a sua carreira. A
segunda etapa ser realizada de forma coletiva, com uma das equipes dos
referidos profissionais, fazendo-se apelo tcnica de Instruo ao Ssia.
Todos os dados construdos na pesquisa sero interpretados luz dos
operadores tericos da abordagem supracitada.
Resum
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- Priscilla Leite Nunes Schmidt, Maria Cristina Ramos, Luzimar dos Santos
Luciano
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Abstract
This is a survey with nurses in a Neonatal Intensive Care Unit (NICU) of the
Hospital of the Federal University of Espirito Santo State- Hospital Cassiano
Antonio Moraes (HUCAM)- Brazil. We aimed to put into question the work from
the point of view of the activity, in the perspective of what enhances and what
deprives this activity. This work is a descriptive case study with a qualitative
approach, in which the Clinic of Activity was the theoretical framework proposed
to promote professional dialogue among workers. To carry out the analysis of
the group work a workshop of photos was made with nurses in order to bring
the health worker to the analysts place. The photographs produced and chosen
by the group, consisted of six nurses, promoted debates that led workers to
reflect on the working process they develop. The activities analyzed and seen
as potentiating the nurse's work in the Neonatal Intensive Care Unit (UTIN)
were: the insertion of a central venous catheter peripherally inserted (PICC),
nursing diagnoses, and the assembly of a hospital bed. Nevertheless, the
analyzed activities considered to be depriving were: the verification of a
prescription, carrying out disinfection of equipment and materials, and also the
monthly schedule of the nursing team. This research has highlighted the ways
to acting of these professionals, revealing the sufferings and joys of their
working routine, as well as providing the expansion of the power to act. This
study provided the development of strategies to address challenging work
situations; not to mention, directions to the nursing coordination of the UTIN on
the conduction of staff meetings in order to promote dialogue on the daily work
in the sector.
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Resum
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Abstract
This synthesis adresses an experiment carried out with military policemen of the
state of Esprito Santo, as part of the Master's thesis entitled "Between Ties and
Possibles: work activity and ways of living of Esprito Santo military policemen
under analysis", whose objective was to analyze the relationship between the
work activity and the production of military police models currently outlined. As
one of the methodological steps of the dissertation, a discussion group was
organized, in the format of a training program, named "Life in Activity: the
military police worker in Esprito Santo". This program was organized in the
format of four face meetings, lasting two hours each, and had the participation
of ten military police officers, who were students of the Sergeants Qualification
Course of the Military Police of Esprito Santo. During the group, some
techniques were brought to trigger discussion, highlighting issues that focused
on the organization of work, the genre and the styles that cross the ways of
being / living Capixaba military policemen. The meeting space meant an
important moment of dialogue in which it was paid attention for development
and the impediments of activity. As results of this stage of the dissertation, were
outlined aspects that indicate that despite a work organization that aims to
standardize the ways of doing, is in the style and strategies called at work and
for the work that the actual activity takes place. It is noteworthy that regulations
are important to guide the worker, however, this may not mean the activity
impediment. It was also noted the importance of spaces that encourage the
exchange of knowledge among peers and allow discussions about the variety of
styles that are configured in activity.
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Resum
Le travail prsent ici est une partie du mmoire de Master Le Mtier des
Professionnels du Cabinet de Rue: une tude sur la Technique, la Technologie
et la Subjectivit qui s'est inspir de la Clinique de l'Activit comme ressource
mthodologique, mais, surtout, comme perspective pour l'analyse de production
de connaissance. Cabinet de Rue (CR) est un dispositif de sant qui ressort
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Pelos meus olhos, pelos seus olhos: o que pode a Clnica da Atividade
para os Auxiliares de Enfermagem de uma Unidade Bsica de Sade?
(Through My Eyes, Through His Eyes: What can the Activity Clinic for Nursing
Assistants of a Basic Health Unit?)
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Abstract
The nursing assistant, although it is - together with the community health worker
, dentist, doctor and nurse - the protagonism of the Family Health Strategy , little
has been studied for their uniqueness of work. This study, with six of these
subjects, workers in a basic health unit in the city of Vitria ES, Brazil , which
is located on the campus of the health of the local federal university, sought
through a co -production process , inspired by the Clinic Activity, create a space
in which the same through photographic records of their activities produce
flagrants, then by co -analysis put their professional experiences under
discussion. Having its activities defined by the Professional Practice Law , was
extremely contested the rodizio system to which they were subjected by putting
them to work in the reception of the health unit , a place of tension, marked by
unnecessary aggression and swearing, since they were not receptionists.
Another space that generated much discussion was the activity "Patient Initial
Assessment", not judged qualified to provide to the subjects to the doctor or
nurse, depending on the clinical state presented by them; they had not been
formed for it. Except for the arrangement of offices, detailed activity and marked
by repetition, activities photographic records such as home visits , preparation
of patients for medical consultation or nursing and technical procedures -
dressings and medication administration -, were considered as pleasant;
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implied in dialogue with patients and creating more and more natural ways to
act , given the evolution of the same . Through photography as a tool each one
of those health workers can glimpse, through his eyes , and also through of the
eyes of their peers a window open as a possibility to overcome impasses at
work.
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Abstract
From the reflection on the growing unease within the world of work today, this
research is based on the need for a paradigm shift within the psychology of
organizations and work. In recent decades, professionals in the field of Human
Resources experience a constant ethical dilemma: supporting the development
of people versus leveraging maximum economic results through people. The
research addresses some challenges in the field of psychology in organizations
and proceeds towards a critical social psychology of work. In modern
management, we find more comprehensive Taylorism, that exploits not only the
act but also the psychism towards productive goals. Thus, the activity
prescription goes beyond the mechanical execution of the task to achieve life,
career and subject project who became human capital to serve the
organization. What Clinic of Activity paradigm brings new to the work of
organizational psychologist? From the characterization of a common social
background present in the growth of malaise at work, what we call total social
phenomenon, the purpose of this research is to advance on how the Clinic of
Activity approach contributes to the development of clinical, interdisciplinary and
policy perspectives of organizational and work psychology. Therefore, this
paper presents a historical overview of the praxis of organizational psychologist,
since its inception to the present day. Later, it discusses theoretical principles
and methodological devices based on Clinic of Activity and, ultimately, seeks to
identify what has been produced by Brazilian researchers, influenced by this
school, about the psychologist's field work in organizations.
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Abstract
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- Giseli Gotz
Abstract
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Abstract
This poster aims to present the linguistic and psychological functions of the
assault to the turn in cross self-confrontation situation. The analyzes are part of
a master's thesis in development. The method of self-confrontation is part
of an action of Teacher Continuing Education held in a Federal Technological
University in southwestern Paran - UTFPR. The analyzed data are from
Mechanic Course teachers, and the transcriptions of the data for analysis obey
the rules of the NURC project for transcription of oral texts. Initially the study
presents a quantitative analysis of the assault to turn on crossed self-
confrontation situation and later, a qualitative analysis of the phenomenon. The
assault to the turn is characterized as an intervention / sudden entrance of the
listener to the speaker's turn, even if such intervention has not been
directly or indirectly requested. Through data analysis, we characterized two
kinds of assaults to the turn: the fossilized and not fossilized assaults. The
information obtained will be analyzed by the known psychological process of
assault to the turn, which involves four main aspects: (1) will of the interlocutor
by the speech of the speaker, (2) the emergence of will in the interlocutor, (3) a
growing urge of the interlocutor to talk, occurring (4) the sudden entry or the
assault to the turn. As theoretical foundation, we will bring the theoretical
assumptions of Clinical Activity, Clot (2011, 2010), Vygotsky (1971), Bakhtin
(2003) and Galembeck (1999, 2009).
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- Alana Destri
Abstract
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Abstract
This paper presents part of the research developed for the masters thesis in
development, at the Postgraduate Program in Modern Language: Language,
Education and Labor, at the Federal Technological University of Paran -
UTFPR, which addresses aspects of Continuing Teacher Education with
teachers from the University Teaching of the Accounting course, in a Federal
University. Studies of significance are present points among researchers in the
fields of linguistics and psychology for many years and since the 1990s it has
been applied to work along the lines of Clinical Activity. Thus, it aimed to
address the teachers work overload theme and the way it has meant and
reframed this intervention. For this, we chose the simple and crossed self-
confrontation method (CLOT, 2010). The theoretical framework was based on
the Clinical Activity, Clot (2007, 2010, 2011), the perspective of socio-historical
Vigotsky Psychology (1991, 2009), dialogical analysis Bakhtins speech (2011,
2014) Ergonomics Wisner (1987, 1994) and Canguilhem (2011) on health
concepts. For data analysis, we used the concepts of significance and theme as
well as the dialogic discourse theory of Bakhtin (2014). It was found that trough
the Clinical Activity intervention the real activity is recognized and discussed by
its actors, signified and resignified through the speeches. It is also noted that
the working conditions cause impacts on the health of the teachers, on which
they can discuss and seek alternative solutions aimed at their welfare.
Therefore, the opening opportunities for discussion, analysis and reflection of
the teaching practices inserted in the educational environment, as carried out by
this intervention, can provide, in addition to professional development, a health
practice space.
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- Solange Ariati
Abstract
This poster presents an analysis resulting from my final course work, which
focused on analyzing the linguistic phenomenon called reformulation, which
corresponds to the time when the speaker takes his/her statement and changes
it to some degree. The aim was to understand why people in self-confrontation
situation, use this feature when they give linguistic form to an idea, even though
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they have the necessary language code. The data production method was the
self-confrontation (cf. Faita, 1996; CLOT, 2010), carried out by two students
belonging to a Federal Institution of Higher Education. The resulting audiovisual
material was transcribed under the rules of NURC-SP project (Preti, 1999). The
theoretical framework was based on the relationship between thought and
language present mainly in Vygotsky (2009) and Bakhtin (2009) and previous
studies on the reformulation in Brazil, including de Barros (1999) and the Hilgert
(1999). The results revealed that reformulation goes beyond a possible
syntactic adjustment, indicating in some cases, a difficulty of the person in
positioning him/herself discursively before the researcher who is leading the
self-confrontation and possibly before him/herself. This difficulty, non-syntactic,
appears closely related to the materialization process of thought in the form of
enunciation that, according to Bakhtin (2009), is a complex process with new
social demands which are emphasized in relation to speech when only inside.
These social requirements can also be understood by the dialogic principle of
language. Thus, reformulation is the evidence of dialogic characteristic of the
language, which is expanded in the self-confrontation method. Its identification,
while driving the method, can provide evidence to the mediator of the
development process of thinking through the returns, it is, reformulations that
the people perform on their own statements.
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Abstract
This paper aims to present some results of a study on the phenomenon of the
digression in simple self- confrontation situation. The analysis will be made from
the corpus transcript of audiovisual recordings of self-confrontation. Transcripts
were made in accordance with the NURC SP Project (PRETI, 1993) and are
available in the database LADHumano research group. The data are part of a
continuing education initiative with university teachers of the Universidade
Tecnolgica Federal do Paran (UTFPR) and happened in Pato Branco
campus. The theoretical basis of this work will seek a link between the theories
of cultural historical psychology of Vygotsky (2009), the dialogics principle of
Bakhtin (2009), and Clot's activity clinic (2010) and conversation analysis,
specifically to study the phenomenon of digression. According to Favero (1993,
p.51) the phenomenon of digression is a part of conversation that is not directly
related to the topic developed. Dascal and Katriel (1982 , p.51) suggest three
classifications for digressions: Based on the statement , that is, when the
digression has something related with the developed topic; Based on the
interaction, which develops according to the environment in which the speakers
are placed, and has no relation to the developed topic, but can not be classified
as inadequate; and, finally, based in inserted sequences, which are those that
the listener did not understand the speaker and he/she needs more
explanations to be able to keep developing the topic. Based on these ratings
and theorists already mentioned, also with Lima (2010), the work will propose a
study about the phenomenon of digression in simple self-confrontation situation
and subsequently look for the same phenomenon in crossed self-confrontation,
in order to understand their role in the conversation.
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Abstract
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and cross self-confrontation session held with two course volunteer teachers of
Accounting of Universidade Tecnolgica Federal do Paran - UTFPR and two
mediators. The self-confrontation is, in general, on the subject to observe
images of themselves in activity, and from them reflect and dialogue. In the
transcript the prosodic language conversational markers that serve as the basis
for conducting future further study were identified. The theoretical foundation
primarily supports in Urbano (1997) who states that the Conversational markers
are elements of varied nature, structure, size, semantic-syntactic complexity,
apparently superfluous or even complicated, but of unquestionable significance
and importance to any analysis of oral text and for your good and thorough
understanding. (URBANO 1997 p, 81). For the analysis to be carried out
Bakhtin (2006) and Vygotsky (2010) will be included. After transcription, with a
first analysis of corpus data were founded in the transcription of two sessions of
the self-confrontation 1,802 breaks identified in the transcript by (...) and 2,284
stretches marked the transcript by (: / or :: :::) of which 174 has a duration of 1
second (:), 2,090 lasts 2 seconds (::) and 203 lasting 3 seconds (:: :). Already in
the cross self-confrontation session were founded 605 breaks identified in the
transcript by (...) and 688 stretches marked the transcript by (: / :: :: :), of which
577 has a duration of 1 second (:), 103 have 2 seconds duration (::) and 8
lasting 3 seconds (:::), no stretching with longer duration was identified.
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alhures [...] (CLOT, 2007, p.116). Na primeira etapa da pesquisa foi realizada
uma Instruo ao Ssia (IS) filmada. Participou desta etapa a ACS que instruiu
a ssia (pesquisadora) e uma ACS colega de equipe. No segundo momento a
ACS que participou da IS orientando, assistiu sua filmagem, teceu comentrios
e selecionou cenas. Esta etapa tambm foi filmada. No terceiro momento
reunimos recortes dos vdeos anteriores e exibimos s 10 ACS que
participaram da pesquisa. O vdeo funcionou como um dispositivo disparador
de conflitos, controvrsias e dilogos. Tais propostas foram fontes de
inspirao para a realizao da clnica da atividade junto com as ACS, fazendo
emergir atravs do discurso controvrsias capazes de transformar o trabalho,
de produzir uma reentrada na ao atravs da linguagem, de fazer ascender o
real da atividade.
Abstract
This work is part of the master's thesis in UFES in january this year and had
proposed to analyze the activity of the Health Community Agents (ACS) two
teams of the Family Health Strategy of a Health Unit in the municipality of
Cariacica, Esprito Santo . For this we used an adaptation of Instruction
technique to Impersonator (of Oddone, Re and Briante and its partners:.
Vasconcelos; Lacomblez, 2005; De Vicenti and Clot 1999) and methods of self-
confrontation Simple and Cross, Yves Clot (2009, 2010). The purpose of using
such methods was possible the dialogical activity, "what interests us in the
dialogue is their development or their impediments" (CLOT, 2010, p 228.) And
have access to real activity: the real activity is also what not to do, what you
can not do, what search do not get - the fracassos-, what you would have
wanted or been able to do, what you think or what you dream can do elsewhere
[...] (CLOT, 2007, p.116). In the first stage of the research was carried out an
Instruction to Impersonator (IS) filmed. Participated in this stage ACS instructing
the doppelganger (researcher) and his working partner ACS, of the same team.
In the second phase ACS who participated in the IS directing, he watched his
film, commented and selected scenes. This stage was also filmed. The third
time we gathered clippings of previous videos and display at 10 ACS in the
survey. The video worked as a trigger device conflicts, controversies and
dialogues. Such proposals have been sources of inspiration for the realization
of clinical activity with the ACS, giving rise through the speech controversies
able to transform the work of producing a re-entry into action through language,
to make the actual amount of activity.
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Resum
Le but de ce travail est dtudier les paroles des enseignants de franais langue
trangre en situations de co-analyse du travail, mettant en vidence comment
lanalyse des voix (Authier-Revuz, 2001; Maingueneau, 2001) peut fournir des
lments pour une meilleure comprhension des situations de conflits vcues
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par les enseignants. Le cadre thorique majeur de cette tude se base dans les
concepts de dveloppement et dinstrument de Vygotski (1934/1997;
1925,1930/2004), dans le concept de rel de lactivit (Clot, 2001) et dans le
cadre de lInteractionnisme Socio-discursif (Bronckart, 1999, 2008). Ralis
dans le contexte de formation de jeunes enseignants dun cours dextension
universitaire de franais, ce travail a compt avec deux enseignants volontaires
pour discuter des questions qui les inquitaient. Ils ont eu leurs cours
enregistrs, ils ont ralis un entretien en auto-confrontation simple, suivi dun
entretien en auto-confrontation croise (Clot, Faita et al, 2001). partir de la
transcription de ce dernier entretient, nous avons procd une analyse, selon
le modle danalyse de textes de Bronckart (2008), en employant les catgories
danalyse discursives et enonciatives (Authier-Revuz, 2001; Maingueneau,
2001), comme dans la thse de Lousada (2006). Les rsultats signalent que les
enseignants des diffrents degrs dappropriation du mtier caractrisent
diffremment leurs expriences face aux conflits du mtier travers les voix.
Daprs les analyses, on a observ que la voix du collectif semble sattacher
lexprience emblmatique et non pas compltement internalise, tandis que la
voix individualise de lenseignant caractrise la prise de conscience de sa
pratique, de ses actions et des empchements de son activit.
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Abstract
The present work analyzes the emotions experienced on the work process of
three teachers of the first years of nine-year long elementary school. This study
is a segment of a Psychology Course Monograph of Federal University of Rio
Grande FURG, entitled Teaching Work in the first three years of nine-year
long elementary school, developed by the first author over 2015. This is a
qualitative research based on Sociohistorical perspective and inserted in Social
Psychology of Work studies. The research was developed through semi-
structured interviews with three teachers, respectively the first, second and third
year of Fundamental Education in a public school in the city of Rio Grande/RS.
In Social Psychology of Work and Sociohistorical perspective, the emotions are
the basis of human communication, since they are related to language, thought,
motivation and imagination. Thus, they are understood in affective-volitive basis
that is generating of thoughts and language in meaning production. The
emotions permeate the activities and human consciousness. Thus, It was
evident that teaching work was strongly articulated to the emotional
experiences. These were expressed through feelings, experienced by passion
forms, gratification, responsibility and achievement and also as in distress
forms, fatigue, discouragement, disappointment, frustration and disability.
Ahead of this, It was observed the duality in the production of the teachers
emotions of the first three years in relation to its work process.
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Abstract
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- Elizangela Kempfer
Esse pster tem como objetivo trazer elementos para contribuir nas discusses
sobre a interao professor-aluno a partir dos gestos profissionais docentes
que acontecem durante a atividade docente. Os gestos profissionais fazem
parte do caminho didtico que o professor escolhe para atingir seu objetivo
principal, o de ensinar seus alunos e, ainda, de interagir com os mesmos.
Dessa forma, busca-se compreender por meio de uma situao de
autoconfrontao simples o uso dos gestos por parte do professor no
desenvolvimento da sua aula. O debate a respeito dos gestos profissionais
docentes, aqui exposto, acontece decorrente da produo de dados pelo
mtodo da autoconfrontao (cf. FATA, 1996; CLOT, 2010), partindo da
filmagem da aula de uma professora de uma escola pblica e em seguida
realizando a autoconfrontao simples. As transcries do material audiovisual
seguiram as normas do projeto NURC-SP (Preti, 1999). Nesse contexto, o
quadro terico para anlise do material produzido ser constitudo com base
em Mikhail Bakthin e L. S. Vigotki, bem como nos estudos desenvolvidos por A.
Lima e B. Brait, entendendo que os trabalhos de lingustica e psicologia
permitem cono e o desenvolvimento dos gestos profissionais na atividade
docente. Os gestos profissionais docentes acontecem em funo dos alunos
com os quais o professor est interagindo, sendo que estes buscam responder
a enunciados anteriores, bem como antecipar outros (BAKTHIN, 2009),
desenvolvendo a interao professor-aluno. Sabe-se ainda, que os gestos
profissionais usados representam uma pequena parcela de outras tantas
possibilidades de gestos possveis e que aconteceram em funo dos seus
interlocutores.
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Abstract
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Abstract
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Abstract
This study presents results related to the practices of two professors of higher
education who make part of the Mechanical Department and participated in an
action of continued teacher education. These professors took part in four
sessions of self-confrontation, method consisting of the workers to observe their
filmed images in work situation and, from these images, reflect and dialogue
(CLOT, 2008/2010). The audiovisual material produced was transcribed
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Observamos que nos ltimos anos a formao continuada docente que tem
sido realizada na rede pblica de ensino do Estado do Paran atravs,
principalmente, da Semana Pedaggica, tem deixado muitos professores
insatisfeitos. Por isso, este trabalho visa identificar e analisar de que forma
essa formao acontece e o que causa o descontentamento dos profissionais
organizadores e participantes em relao ao processo, atravs da aplicao do
mtodo de Instruo ao Ssia, criado por Odonne (1971) e desenvolvido
amplamente na Clnica da Atividade pelo psiclogo francs Yves Clot (2006) e
seus colaboradores. Procuramos, ainda, pensar de que forma esses processos
formativos contribuem para a realizao do trabalho escolar e para o
desenvolvimento subjetivo de seus participantes. Salientamos que de
extrema importncia proporcionar ao trabalhador em geral e, especificamente,
ao docente a oportunidade de refletir sobre sua atividade, fazendo com que ele
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Abstract
We have noticed that in recent years the teaching continuing education that has
been held in public education of Paran State (Brazil), mainly through the
Pedagogical Week, has left many teachers dissatisfied. Therefore, this work
aims to identify and analyze how this training happens and what causes
discontent of professional organizers and participants regarding the process by
applying the method of Instruction to the Double, created by Odonne (1971) and
developed widely in Activity Clinic by the French psychologist Yves Clot (2006)
and his co-workers. We also want to think how those formative processes
contribute to the achievement of school work and the subjective development of
their participants. We emphasize that it is really important to give the workers in
general and specifically the teachers the opportunity to reflect on their own
activity so that they can develop themselves personally and professionally. We
use for the analysis theoretical assumptions derived from Sociodiscursive
Interactionism as conceptions of work in general and teaching work proposed
by Machado (2007) and also the "real of activity" proposed by Clot
(2007) in the Work Psychology. Among some of the results obtained we
accentuate the dissatisfaction with the way the Pedagogical Week is done, as a
process which planning is done by someone else distant of the work and the
fact that the discussions are not carried forward, due that there is no implication
of the theory in practice.
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Abstract
The research presented focuses on the theme of teaching work on the process
by which these professionals of education appropriate tools for their act. This
research aimed to verify how is the appropriation process of gamification as an
instrument used by and for the teacher during his/her act. The research was
motivated by the teacher wishes to resolve conflicts involving not only the
expectations and preconceptions of students on the English Language subject,
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but also the controversies of traditional approaches prescribed for the teachers
specifically at the school system in question. To answer the great research
question, we have stablished the following research questions: What did the
teacher have to do in order to use the tool? What skills the teacher had to
develop to handle the instrument? What changes have occurred in the
instrument so it could be used in teaching? Which conflicts happened in the use
of the instrument? Were they solved? How? Our research uses the concepts of
Activity Clinic through Clot (2006) and Faita (2004), as well as the
Sociodiscursive Interacionism with Bronckart (2008-2012) and Machado (2003-
2009) as the main articulators. The method used for data collection consists of
analysis of reflexive diaries produced by the researcher before and after classes
which had gamification elements involved. The results show the barriers faced
during the instrument appropriation, conflicts between prescribed work, real
word and work effectively done, as well as how the professional is transformed
during and by the process of appropriation developing her practice and
transforming her act. We conclude that there is much to be understood about
the appropriation of instruments by teachers, but the revisiting of changes in the
act through reflexive diaries help to interpret the development of teachers acts.
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Resum
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This study have the objective to discuss the constituent elements of the mtier
(job) of the teacher and of the pedagogical coordinator presents in the text
arising of realization of the instruction to the double method used in two
Master's research in progress. In the studies, the texts produced in this method
possible to identify which of the constituent elements of the work of a teacher
and of a coordinator in early career, which are put in evidence by participants of
researcher, being possible to discuss the difficulties encountered by them in
their respective work environments. This reflection is based in the premise that
an activity to be transformed into language restructures and changes (CLOT,
2010). The conception of work of the teacher adopted is guided in the
postulates of Machado (2007, 2010) and Bronckart and Machado (2009). It is
through this understanding also consider the work of the coordinator. The dates
analyzed integrate two research projects: one about the work of the coordinator
in meetings with teachers designated like Collective Pedagogical Working Hour
(CPWH) in a municipal elementary school localized in a city in the northwest of
state of So Paulo and the other researcher is about the real activity of a
teacher of Portuguese Language of a high school belonging to the state system
of education. The analysis relied in a theoretical and methodological approach -
Sociodiscursive Interactionism (BRONCKART 1999, 2006, 2008),
(BRONCKART; MACHADO, 2004, 2009) and the contributions of Activity Clinic
(CLOT, 2006, 2010). The results, partial, reveal an imbalance between the
constituent elements of the work of the teacher and of the coordinator, this may
compromise the health of workers and the efficiency of the activity that are
closely linked to the relations between the instances of work (KOSTULSKI et all,
2011)
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Abstract
This research investigates the teachers work through the relation between
language and educational work and is linked to Applied Linguistics and has the
Sociodiscursive Interactionism theoretical and methodological framework
(BRONCKART 1999, 2006, 2008) and the Clinic of Activity, which is based on
Work Psychology. Whereby the qualitative-interpretative paradigm, the study
aims to analyze the representations of an English teacher in a Rio de Janeiro
State School on her own act through the Instruction to the Double (CLOT, 2007,
2008; Tognato, 2015). When it comes to language and the educational duty,
Clot (2007a) emphasizes that the subject expresses in words their thoughts
about work and in work situation, as seen in the data that have been generated
through the ISD procedure in that instructions on how to act at work are
provided to the researcher by the research participant teacher in a hypothetical
replacement situation in two high school classes, co-producing the text that was
analyzed, as proposed by Machado (in prelo). The study points to the
importance of this method in identifying issues related to teaching practice - that
sometimes are not investigated and in the potential triggering of a
repositioning of the teaching practice and (re) critical thinking by the teacher.
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Abstract
This research has as theme the representations of teachers about the task of
teaching young learners how to write. Within a process of continued teaching
formation, the teacher elaborates representations of his work, which can
interfere in his actions in the classroom. This academic paperwork aims to
identify and analyze the representations of the teaching of writing skills,
configured in a text produced by a teacher, after being part of a process of
teaching formation. This research was developed based on the Sociodiscursive
Interactionism (ISD) conception and contributions of the Clinic of the Activity. A
text transcription of an oral production, from a teacher, was analyzed, after
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Resum
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Abstract
Understanding the nature of the programs and projects that are pro digital
inclusion at school becomes primordial for the teacher to understand the scope
of the praxis used and how much can be done. It is also necessary to reflect
about the close relation between the language and the role of the teacher,
understanding that the texts that come before their job, the prescriptive texts,
bring a conception about this professional activity. Because of that, this
research aims to analyze the Practical Manual for Teachers, used on its
implementation in the Education System. To do so, some procedures were
used, such as the ones developed by the LAEL (Applied Linguistics and
Language Studies) group, which takes their core theses from the LAF
(Formation, Action and Language) group. For the theoretical foundation there
were used the principles and basis developed by the Social-discursive
Interacionism. Besides that, some theories were taken from Ergonomics and
Labor Psychology, such as the ones developed by researchers in the Activity
Clinic and authors that talked about Digital Technology. Results show that
technology is seen as manuals protagonist, and the work of a teacher is
understood as the application of contents and procedures enlisted by a higher
instance. A teachers reflexive capacity is forgotten in the teaching process,
outshined by technology and its applications. The analysis made possible to
see that texts preceding educational praxis are of the utmost importance for the
comprehension of the representations they show, in justaposition to the
complexity this profession demands.
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III CICA 2016
ndice de autores
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