AUTOCONFRONTAÇÃO NA FORMAÇÃO INICIAL DE PROFESSORES: UM INSTRUMENTO PARA RECONFIGURAR SABERES DOCENTES

Abstract

This study aims at recognizing judgments, tensions, teaching knowledges and capacities of pre-service teachers of English when reflecting about their experiences during supervised teaching practice. An important tool used to review, understand and reconfigure teaching practice is self-confrontation. Due to the interface of language and work, the theoretical frameworks of clinical activity from French ergonomics and socio-discursive interactionism provide support for our analysis. The self-confrontation (simple, crossed and collective extension) was carried out with two pre-service teachers of English from the fourth year group. The analyses of the last phase - the collective extension – showed that the participants assume the position of analysts of themselves and of the self-confrontation procedure. The results evidence recurrent affective, pragmatic and epistemic tensions which evidence reflexivity considering teaching knowledge and capacities to evaluate the educational context and the role of the teacher.