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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Learning to be a school counselor: reflections on the development of the subject and the activity 755


Anjos D.
PhD Student — Faculty of Education, University of Campinas, Brazil

The present paper is part of a broader research project that was conducted in Brazil with the aim of inves- tigating teaching work. It proposes a theoretical discussion of three concepts: genre of activity (Clot), genre of discourse (Bakhtin) and habitus (Bourdieu). These concepts not only anchor but are also taken as the object of study in the relations between the theory and the empirical field. The research was conducted under the inspiration of the methodology in the Clinic of Activity (Clot). The selected material for this paper focuses on a school counselor's enunciations about his own activity, based on discussions during the "instruction to the double" methodological procedure. The analysis based on notions of professional genre and style (Clot), con- tributes to the understanding of a beginner's entry into the metier, and gives visibility to how a novice appro- priates the genre in operation and participates in its construction, imprinting a personal style to the professional activity.

Keywords: Teaching supervision, genre of activity, habitus, school practices, development.

Column: Issues In Cultural Activity Theory

For Reference

  1. Anjos D. (2006). Como foi comec,ar a ensinar? Historias de professores, Historias da profissao docente. Dissertac,ao de Mestrado. Campinas, SP: FE-Unicamp.
  2. Bakhtin M. (2003). Estetica da criacao verbal. Sao Paulo: Martins Fontes.
  3. Bakhtin M. (1986) Speech genres and other later essays. Edited by Caryl Emerson and Michael Holquist. Austin, US, University of Texas Press.
  4. Clot Y. (2006). A func,~ao psicologica do trabalho. Petropolis. Petropolis/RJ: Vozes.
  5. Clot Y. (2008). Travail et Pouvoir d'agir. Paris: PUF.
  6. Clot Y., & Faita D. (2000). Genre e style en analyse du travail. Concepts et methodes. Travailler, n. 4, pp. p. 7—42.
  7. Clot Y., & Roger J.-L. (2005). Genericite et stylisation. Un exemple. Cahiers de l'IUFM de Rouen, n. 5, pp. 13—26.
  8. 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.
  9. 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.
  10. 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.
  11. 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.
  12. Oliveira P.H. (2011). De professor a orientador peda- gogico: Analise dos modos de constituicao atraves do trabal- ho.Campinas: Fapesp.
  13. Roger J.-L. (2007). Refaire son metier. Essais de clin- ique de l'activite. Toulouse: Eres.
  14. Saujat F. (2004). Specificite s de l'activite d'en- seignants debutants et genres de l'activite professorale. Polifonia, n. 8, pp. 67—93.
  15. Silva M. (2005). O habitus professoral: o objeto dos estudos sobre o ato de ensinar na sala de aula. Revista Brasileira de Educacao.
  16. Vygotski L.S. (2000). Manuscrito de 1929. Educacao e Sociedade, n. 71, pp. 23—44.

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