Mestrado em Educação
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Navegando Mestrado em Educação por Assunto "Actividad"
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- Item"Eu acho que mudei o meu jeito de trabalhar" : atividade docente e renormatização e saúde em diálogos inacabados(Universidade Federal do Espírito Santo, 2018-04-23) Correia Junior, José Agostinho; Debenetti, Carmen Inês; Barros, Maria Elizabeth Barros de; Ferraço, Carlos Eduardo; Zamboni, Jésio; Muniz, Helder Pordeus; Rodrigues, Heliana de Barros Conde"[...] I think I've changed my way [of working]. Who knows one day we learn." These are just one of several statements by Mariana, a Science teacher at the public school system of Grande Vitória – Espírito Santo State, who participated in this research (inspired by cartography) that aims to know how teachers create other ways of living and working. It was possibile by means of a device called confrontationconversation that can to access to the dimensions of activity and professional gender and style, key concepts of the Clinic of Activity, methodologicaltheoretical tolls with which we are allied. This device is inspired by the simple self-confrontation and cross-self-confrontation of Yves Clot et al. Indirect method of inducing dialogue, selfconfrontation enables workers to discuss the work processes of which they are intrinsically embedded. From a confrontationconversation (simple) between Agostinho and Bernadeth - researcher of the Worker's Health Formation and Investigation Program (WHFIP/Ufes), another confrontationconversation took place (crossed) between him and Mariana. The most issues emerged from the dialogues with the science teacher stand out: the disciplinary control of the class and the didactic strategies used in the classes. It was verified that the conversation problematized, not much, the learning policies that move against the hegemonic arborescent / transposed models, based on the representation of a priori preexisting world. Nevertheless, the dialogue has brought to the discussion so many other questions concerning the work and the workers life. Among them, the production of health and subjectivities as an effect of renormalization, that is, of the capacity of the living (in / with the collective) to create new norms or to modify existing ones in the face of infidelities of the environment in constant variation. The teaching activity (as well as research) as an inventive and generic and stylistic process overcomes any attempt to enclose the work by mere prescriptions and automatisms. Starting from this éthos-activity, the writing policy of this work unfolds in the aesthetics of the experiment (renormatiz) action, having as inspiration of the abecedary of Gilles Deleuze, French philosopher and one of the intercessors of this research. It should be emphasized that the dialogues on work / teaching activity are unfinished as they are constantly fueled by the teachers experiences.