Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and Writing

This Teacher Education Project is an intervention research aimed at creating new school roles for educating students as readers and writers as well as citizens. The methodological framework was based on Vygotsky’s discussions of method as praxis (Vygotsky, 1921-23/1997, 1930/1999, 1931/1997, 1926- 30/1996), as well as on both the Marxist practical–materialistic–revolutionary activity and Engeström’s (2008, 2009) extensions of Cultural Historical Activity Theory (CHAT). The work at school was motivated by students’ limited awareness of reading and writing. The goal was to involve the school as a community in understanding and transforming the ways in which reading and writing were addressed in classrooms. The methodology used for organizing and carrying out the project was devised so as to allow for three activity systems that partially interact with their objects – that is, reading and writing as tools for teaching-learning in different areas in order to constitute students as citizens. However, for this paper, we will focus solely on the Teacher Education Activity System, which we termed Teacher Support Team. Three episodes are discussed in this paper: Two video sessions with the Teacher Support Team, the first of which took place in 2010, and the second in 2011; and a classroom reading class session that was videotaped in 2011 as part of the Teacher Support Team work. The theoretical and practical work developed was targeted at creating a mutual Zone of Proximal Development that supported teachers, coordinators, and the principal, through the appropriation of reading and writing as processes. The results show that the organization of the project as interrelated activity systems enhanced the entire school’s prospects of appropriating the reading and writing teaching-learning processes, by focusing on the same object, in the diverse systems that framed the project.

A linguagem da colaboração crítica no desenvolvimento da agência de professores de ensino médio em serviço

This article discusses the language of critical collaboration in high school teachers’ agency development (EDWARDS, 2005, 2007; YAMAZUMI, 2007; ENGESTRÖM, 2007, 2008, 2009, 2011; ENGESTRÖM AND SANNINO, 2011; VIRKKUNEN, 2006a, 2006b) during the teacher education project LEDA - Reading and Writing in Different Areas, held in a São Paulo State public school. Methodologically, the project is anchored in the Critical Collaboration Research (PCCol) (MAGALHÃES, 2009; 2011; 2012), characterized as an intervention research focusing on desencapsulation and transformation of school learning. It is organized in fortnightly meetings with the participation of six teachers from different knowledge areas, 1 pedagogical coordinator of Language Area, and 4 Applied Linguistics researchers. The training meetings focus on the relationship between the participants from the discussion of didactic and pedagogical practices. Based on the analysis of data collected through video recording, preliminary results highlight changes in the senses and meanings attributed by the school participants about the pedagogical teaching practices at the classroom, which seems to indicate consciously and theoretically grounded positions taken by the participating teachers, revealing the development of relational and transformative agency and the emergence of a responsive professional practice.Objetiva-se, neste artigo, discutir a linguagem da colaboração crítica no desenvolvimento da agência (EDWARDS, 2005, 2007; YAMAZUMI, 2007; ENGESTRÖM, 2007, 2008, 2009, 2011; ENGESTRÖM e SANNINO, 2011; VIRKKUNEN, 2006a, 2006b) de professores de Ensino Médio em serviço, tomando-se como contexto de pesquisa o projeto de formação de professores, LEDA – Leitura e Escrita nas Diferentes Áreas, realizado em escola pública de município da Grande São Paulo. Metodologicamente, está ancorado na Pesquisa Crítica de Colaboração (PCCol) (MAGALHÃES, 2009; 2011; 2012), caracterizada como pesquisa de intervenção com foco na desencapsulação e transformação da aprendizagem escolar, e organizado em encontros quinzenais com 6 professores de diferentes áreas do conhecimento, 1 coordenadora pedagógica da área de Linguagem e 4 pesquisadores da área da Linguística Aplicada. Os encontros de formação focalizam as relações entre os participantes a partir da discussão sobre práticas didático-pedagógicas. Com base na análise dos dados coletados por meio de videogravação, resultados preliminares ressaltam mudanças na significação atribuída pelos participantes a respeito das práticas didático-pedagógicas realizadas em sala de aula e indicam posicionamentos assumidos pelos professores participantes de modo consciente e teoricamente fundamentado, caracterizando o desenvolvimento de agência relacional e transformativa, bem como a emergência de uma prática profissional responsiva

O Interacionismo Sociodiscursivo em pesquisas com formação de educadores

This article aims at reviewing the ten-year theoretical and methodological path taken by the research group on teacher education, coordinated by the researchers - Liberali and Magalhães. It discusses how this path was influenced by the contributions of socio-discursive interactionism (SDI) for the development of the conceptual frame of language as essential for a critical understanding of ones’ practices. It also presents some difficulties the group has faced when using this frame and the new frames that have helped deal with them. Key word: teacher education, SDI, critical reflection

O Brincar no Recreio de Turmas de Educação Infantil

The play is characteristic and essential for childhood; in its turn, the school recess is a space/time on the play happens in most of the time. From that, this study aims to analyse how the children experience the play in school recess of Early Childhood Education classes, in municipal schools of a city in central region of Rio Grande do Sul. For this, it realized an ethnographic study through observation of school recess in Early Childhood Education classes (Pré A and B) in the Basic Education schools. Although both schools was municipals, the way of play during the school recess was different; also, the Make-Believe play happened in both schools.El jugar es característico y esencial a la infancia, siendo el recreo escolar un espacio/tiempo en que, en gran parte de las veces, el juego se hace presente. A partir de eso, este estudio tuvo como objetivo analizar cómo los niños de grupos de la Educación Infantil, en escuelas municipales de una ciudad de la región central del estado del Rio Grande do Sul (Brasil), vivencian el jugar en el recreo. De ese modo, se realizó una investigación etnográfica por medio de observaciones del recreo escolar de grupos de Educación Infantil (preescolares A y B) insertos en escuelas de Enseñanza Fundamental. Se observó que, a pesar de que las instituciones sean municipales, el modo de jugar en el recreo ocurrió de modo distinto, aunque la presencia de los juegos de rol se hizo evidente en las dos escuelas.O brincar é característico e essencial à infância, por sua vez, o recreio escolar é um espaço/tempo em que, na maioria das vezes, a brincadeira se faz presente. A partir disso, este estudo teve como objetivo analisar como as crianças de turmas da Educação Infantil, em escolas municipais de um município da região central do estado do Rio Grande do Sul, vivenciam o brincar no recreio. Para tanto, foi realizado um estudo do tipo etnográfico, por meio de observações do recreio escolar de turmas de Educação Infantil (Pré A e B) inseridas em escolas de Ensino Fundamental. Observou-se que apesar de ambas as escolas serem municipais, a forma de brincar no recreio ocorreu de maneira diferente, porém, a presença do faz de conta nas brincadeiras ocorria nas duas escolas, alternando-se com brincadeiras tradicionais

Etnografia colaborativa e desenvolvimento de professor

This paper discusses how research conducted in schools can become an opportunity for self-reflection, critical analysis, and transformation of the participants. To show how this is possible, I discuss the critical theory of knowledge as a theoretical context for conducing research in the classroom, proposing the development of teacher awareness of contradictory conditions in his/her teaching practice which are concealed and/or distorted by day-to-day comprehension and common sense, as well as the use of collaborative ethnography as a research methodology to make an investigation of the role of the "other" possible, as coordinators, teachers and/or research workers participate in the self-reflection of the classroom teacher. The concept of mediation is seen to be crucial and constitutive of the process of self-awareness (Vygotsky, 1930; Wells, 1991) and the development of a critical pedagogy

Vygotsky e Bakhtin/Volochinov: dialogia e alteridade / Vygotsky and Bakhtin/Volochinov: dialogism and otherness

RESUMO: Este texto examina os conceitos de dialogia e alteridade, com base nas discussões de Vygotsky e nas contribuições de Bakhtin e Volochinov, ligadas a questões de linguagem e método, centrais para as pesquisas com formação de educadores, conforme desenvolvidas pelo Grupo de Pesquisa LACE – Linguagem em Atividades no Contexto Escolar. O trabalho procura demonstrar que, mesmo havendo convergência entre esses pensadores, há especificidades significativas referentes ao papel da alteridade no diálogo. Vygotsky voltou-se à compreensão de questões de ensino-aprendizagem e desenvolvimento; Volochinov e Bakhtin engajaram-se em investigações críticas sobre a filosofia da linguagem e sobre “premissas e métodos da linguística”. ABSTRACT:This text examines the concepts of dialogism and otherness as per Vygotsky’s discussions and the important contributions by Bakhtin and Volochinov, regarding language and method – which are key to the teacher education investigations carried out in the research group LACE – Linguagem em Atividades no Contexto Escolar. The work points to the fact that, despite the many converging aspects between these researchers, there are important specificities related to the role of otherness in the dialogue. Vygotsky was concerned with the understanding of learning and development; Volochinov and Bakhtin were engaged in critical investigations on language philosophy and methods pertaining to linguistics