DE PROFESSOR A COORDENADOR: UMA AVALIAÃÃO CRÃTICA DA ATUAÃÃO PROFISSIONAL

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This study aims at investigating some aspects of the discoursive practice between pedagogical coordinator and teachers, at a reflective session, to understand how the interaction creates contexts for critical reflection and consequently reconstitution of their practices. The theoretical framework is based on the theories proposed by Vygotsky about socio-interacionism, on the principles of critical reflection proposed by Smyth, on the discussion about questions, Coracini, Lucioli, Romero, Doff and Liberali and the systemic functional grammar, proposed by Halliday, used as an instrument for the study of the linguistic materiality. The data was collected through ethnographic methods in three reflective sessions and analyzed according to an interpretativist approach with critical perspective. The results of the analyses indicate that the interactions between coordinator and teachers reported some traces that there was critical reflection. Its reveals that speech is an important element to conduct critical reflection.

ASSUNTO(S)

sÃcio-interacionismo administracao de unidades educativas reflexÃo crÃtica perguntas linguagem

ACESSO AO ARTIGO

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