Authors
Izumi Nozaki – Universidade Federal de Mato Grosso – UFMT
Claudio Jose Santana de Figueiredo – UFMT
Eliseu Pichitelli – Tokyo University for Foreign Studies – TUFS
Itamar Jose Bressan – Secretaria de Educação do Estado de Mato Grasso
Rinalda Carlos, University of Mato Grosso State - UNEMAT
Abstract
The low performance of Brazilian students at all levels of education on official assessments has worried educators, administrators, and society in general (INEP, 2018). Recent studies conducted on Brazilian students’ school failure have dedicated themselves to analyzing the causes of low quality of learning (Gracindo 2006; Haguete, Pessoa & Vidal 2015; PNAD 2018), also teachers’ pedagogical practices (Gonçalves & Azevedo 2015; Silva Filho 2017, Jesus & Silva 2012). This study aims to investigate teachers’ pedagogical practice from the perspective of probationary stage teachers (new teachers) in the early years of elementary school, pedagogical coordinators, and pedagogy students, seeking to answer the following questions: What are the teaching difficulties of teachers? What kind of difficulties do teachers, coordinators, and students of pedagogy identify during the analysis of a pedagogical practice? How do teachers plan their teaching? How do teachers overcome their teaching struggles after self-confrontation? How do coordinators and pedagogy students analyze teachers' lesson plan and pedagogical practices before and after teachers' self-confrontation? Supported on the Clinic of Activity Theory, this intervention research aims to facilitate teachers' analysis of their pedagogical practices, favoring transformations in the activity and restoring the power of action of subjects (Vieira & Faïta 2003). The analysis of teaching is positioned in this study as an instrument for the development of probationary stage teachers' consciousness, allowing them to think about the activity and harness the potential of transforming experiences (Clot 2010). Data to be collected include individual interviews and video recordings of lessons for the psychological concepts of self-confrontation and allo-individual (or the individual in a situated moment of time) confrontation. The study seeks to contribute to transforming the pedagogical practices and professional development of probationary stage teachers, and promote social justice through teachers' education policies.