A autoconfrontação como dispositivo metodológico para a formação continuada do professor

Abstract

This article aims to demonstrate the interface between, on the one hand, the theoretical-methodological contribution of the Clinic of Activity through the self-confrontation device and, on the other, the continuing teacher education in the workplace, with a view to proposing a Training Sequence (TS) based on the didactic sequence (DS) developed by Dolz, Noverraz and Schneuwly (2004). The self-confrontation was created by the linguist Faïta (1997) and enhanced by the psychologist Clot (2010a, 2010b, 2017) and it has been, for over twenty years, a methodology of research/intervention which makes possible the work and worker transformation, based on Bakhtin’s dialogism and Vygotsky's developmental psychology. Our challenge is, therefore, through a theoretical study, to establish the possibilities of creating a TS based on auto-confrontation to favor the reflective thinking of teachers in continuing education, in order to promote possibilities of transformation in professional practice.