A profissão docente representada por estagiários do curso de Letras

Abstract

This study aims at identifying social representations about the work of the teacher from the perspective of the trainee. The research is based on the foundations of Theory of Social Representations (MOSCOVICI, 1989; JODELET, 1989), Dialogical Theory of Discourse (BAKHTIN, 2003, 2004), Clinic of Activity (CLOT, 1999, 2010, CLOT & FAÏTA, 2000) and Ergonomics of Activity (SAUJAT, 2004). As a corpus, we used excerpts from four meetings with trainees, produced in two ways: a) exhibitions of drawings made by them about the teaching profession; b) reactions and discussions of the trainees after the reading of internship reports written by students from the previous year, whose discussions were fomented by the reading of traineeship reports. The results point out positive representations about the work of teaching, in spite of the modifications that relativize them, considering the adversities exposed on the métier. In the interactions, representations on the work of teaching that are important for the reflection and reformulation of the formative practice are updated.