Atividade docente: uma análise do prescrito e do realizado no currículo escolar

Abstract

This research aimed at analyzing the complexity of docent activity, from the perspective of the Clinic of Activity developed by Yves Clot, with focus on the curriculum of the first years of elementary school. The intention was to understand docent activity such as it is developed in the classroom, by the teacher herself, considering the conditions, the resources and the real pressure under which she lives in her everyday activity. A qualitative research was carried out, using simple auto confrontation, which aims at arousing a process of analysis and reflection on the teacher who was directly involved in the research and, as a result, to permit possible transformations to occur in her curricular docent activity. This approach provides the researchers with quite complex analysis instruments to study the docent activity in the classroom, mainly from what we denominate real curriculum and the reality of the curriculum. In this sense, it is important to point out the elements that prescribe docent activity, controlling and restricting her development in the classroom. The participant teacher of this research teaches in an elementary municipal school in Maceió, located in the suburbs of the city, and faces various everyday obstacles to put the curriculum into effect in the school. An interview, classroom observations and filming were carried out in this teacher’s classroom; it was a group of 2nd grade of elementary school. This teacher was invited to analyze and discuss her own activity, how she does it, its obstacles, as well as what she cannot do to make her curricular activity possible. Looking at this teacher’s work activity implied considering acquirements, resources and values that are around her view of education. Furthermore, we looked at the way and degree in which her activity is determined by the curricular prescriptions which are rebuilt in the encounters, always singular, with variables inscribed in the situations of real work. The values that operate in teacher Clara’s activity are not disentailed from the values that keep her in motion in her everyday life; the values which she carries influencen her activity and determine paths.