Complexidade e relevância de um gesto profissional docente aparentemente simples

Abstract

This presentation results of a master dissertation which had as its object of study a cutout of the Continued Teacher’s Training in Higher Education in progress at UTFPR PatoBranco Campus. This presentation is organized into five sections: first, an introduction to situate it; second, an brief exposition of initiatives continuing teacher’s training in higher education in Brazilian; thirdly, a dialogue with the theoretical and methodological foundation; fourth, an analysis of the results; and fifth, to finalize some considerations. The research had as its protagonists two professors from the Informatics Department.The method used was the simple and crossed self-confrontation, which consists in confronting the teacher with a sequence of his images in class and, from these pictures, in leading him to dialogue and reflect. In order to attempt to understand the conditions under which teacher development occurs, dialogue transcripts of self-confrontations were analyzed. We note that it is difficult for teachers to do their work: the teacher's desk is low, which leads to a conflict: to perform teacher’s work while sitting or standing? While standing, the teacher must stoop to type and this may damage his/her physical health. While sitting, the teacher loses contact with students and it brings about situations of indiscipline, which may damage his/her mental health. The research proved that the gesture of performing the teaching work while standing may seem simple and perhaps insignificant, but – when analyzed in its essence – reveals its complexity and relevance.