Enunciados narrativos e performáticos no ensino-aprendizagem com base em atividades sociais: a relação teoria-prática na formação de professores

Abstract

This paper aims at a critical understanding of the theory-practice relationship in the teacher education for curricula based on Social Activities, and also of how teacher education actions can transform such relationship. This study is founded on the Social-Historical-Cultural Activity Theory(VYGOTSKY, 1933-1935/1934, LEONTIEV, 1977-1978; ENGESTRÖM, 1987-1999), which is in itself based on the social-historical-cultural conception of learning-and-developing (VYGOTSKY,1933,1935; HOLZMAN, 1997-2009; MORAN & JOHN STEINER, 2003), and also on the dialogical conception of language (BAKHTIN, 1981). This paper is also grounded on the concepts of sense and meaning (VYGOTSKY, 1933- 1935, LEONTIEV, 1977-1978) and Zone of Proximal Development. (VYGOTSKY, 1987; NEWMAN & HOLZMAN, 2002; JANTZEN, 2009; HOLZMAN, 1997).To understand the interaction, tension, transformation and synthesis (MORAN & JOHN STEINER, 2003, pg. 62) of sense and meaning in the production of knowledge, the perspective of the Critical Collaborative Research (MAGALHÃES, 2009) was adopted as the methodological frame. The teacher education project that enabled this investigationtook place within the activities of the Managerial Group (LIBERALI e WOLFFOWITZ SANCHEZ, 2008) formed by the researcher, acting as teacher educator, and three student-teachers, which is part of a project called Thematic Workshops:Multicultural Educationin the Citizenship in Action Program, an extension program within the Language in Activity in School Context research group. The data were produced through audio recordings, which were transcribed and analysed. Within the perspective of Applied Linguistics, which understands social life and the contemporary processes of change as centrally and essentially mediated by language (FAIRCLOUGH, 1997, pg. 3), these data were analysed to the light of categories that aim at verifying the production of knowledge through argumentation. (LIBERALI, 2006-2010). The analyses show the importance of a repertoire of experiences for the creative production of shared meanings and performative utterances in teacher education