Культурно-историческая психология
2013. Том 9. № 3. С. 55–62
ISSN: 1816-5435 / 2224-8935 (online)
Становление школьного психолога: размышления о развитии субъекта и деятельности
Аннотация
Общая информация
Ключевые слова: супервизия учителей, стиль деятельности, габитус, школьные практики, развитие
Рубрика издания: Проблемы культурно-исторической и деятельностной психологии
Тип материала: научная статья
Для цитаты: Анхос Д. Становление школьного психолога: размышления о развитии субъекта и деятельности // Культурно-историческая психология. 2013. Том 9. № 3. С. 55–62.
Фрагмент статьи
The present research1 aims at investigating the conditions for accomplishing teaching work in Brazil, also proposing a theoretical discussion of three concepts: genre of activity (Clot), genre of discourse (Bakhtin) and habitus (Bourdieu). These concepts, taken as guide- lines for the research, will be addressed in their interrelations and also problematized as an object of study in the relations between the theory and the empirical field.
The research proposal derived from a previous inves- tigation (Anjos, 2006) that focused on the conditions for carrying out the teaching activity of novice teachers in the Brazilian public educational system. In that investigation we found relevant contributions from studies that conceive the teaching work as part of a pro- fessional genre (Saujat, 2004; Faita, 2004) substantiated on the works of Clot and Faita, and also from studies that consider it a professorial habitus (Ferreirinho, 2005; Silva, 2005) based on the concept of habitus pro- posed by Bourdieu.
Литература
- Anjos D. (2006). Como foi comec,ar a ensinar? Historias de professores, Historias da profissao docente. Dissertac,ao de Mestrado. Campinas, SP: FE-Unicamp.
- Bakhtin M. (2003). Estetica da criacao verbal. Sao Paulo: Martins Fontes.
- Bakhtin M. (1986) Speech genres and other later essays. Edited by Caryl Emerson and Michael Holquist. Austin, US, University of Texas Press.
- Clot Y. (2006). A func,~ao psicologica do trabalho. Petropolis. Petropolis/RJ: Vozes.
- Clot Y. (2008). Travail et Pouvoir d'agir. Paris: PUF.
- Clot Y., & Faita D. (2000). Genre e style en analyse du travail. Concepts et methodes. Travailler, n. 4, pp. p. 7—42.
- Clot Y., & Roger J.-L. (2005). Genericite et stylisation. Un exemple. Cahiers de l'IUFM de Rouen, n. 5, pp. 13—26.
- Clot Y., Faita D., Fernandez G., & Scheller L. (2011). Entretiens en autoconfrontation croisee : une methode en clin- ique de l'activite. Education Permanent, pp. 17—27.
- Faita D. (2004). Generos do discurso, generos de ativi- dade, analise da atividade do professor. In: A.R. Machado, O ensino como trabalho: uma abordagem discursiva. (pp. 55— 80). Londrina: Eduel.
- Faita D., & Vieira M. (2003). Quando os outros olham outros de si mesmo: reflex~oes metodologicas sobre a atuocon- frontac,~ao cruzada. Polifonia, pp. 27—65.
- Ferreirinho V.C. (2005). Praticas de socializac,ao de professores iniciantes na carreira. Quem e o iniciante? Anais 28a Reuniao Anual da Anped. (pp. 1—17). Caxambu: Anped.
- Oliveira P.H. (2011). De professor a orientador peda- gogico: Analise dos modos de constituicao atraves do trabal- ho.Campinas: Fapesp.
- Roger J.-L. (2007). Refaire son metier. Essais de clin- ique de l'activite. Toulouse: Eres.
- Saujat F. (2004). Specificite s de l'activite d'en- seignants debutants et genres de l'activite professorale. Polifonia, n. 8, pp. 67—93.
- Silva M. (2005). O habitus professoral: o objeto dos estudos sobre o ato de ensinar na sala de aula. Revista Brasileira de Educacao.
- Vygotski L.S. (2000). Manuscrito de 1929. Educacao e Sociedade, n. 71, pp. 23—44.
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