Resumo

PESSOA, Camila Turati  e  LEONARDO, Nilza Sanches Tessaro. Personal sense and teaching activity of Historic-Cultural Psychology. Educ. Puc. [online]. 2020, vol.25, e204611.  Epub 17-Jun-2020. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4611.

In the investigation reported in this paper we aimed to understand the process of assigning personal meaning to the teaching activity of Basic Education’s teachers. Historical-Cultural Psychology is a theoretical reference of this survey providing support for the study of the constitution of the human through culture and social relations. As a methodology, we used semi-structured interviews conducted individually with three teachers, along with the observation and follow-up of their daily work. The aim was to understand the personal sense attributed to the teaching activity by studying how the teacher organizes his work, how he/she understands his/her role in education, his/her students and co-workers, among other factors in connection with their activity. The outcome of our investigation showed the personal sense attributed by the teachers relating mainly to the particularity of their actions, that is, with their school day-to-day activities. We concluded that the teaching actions prepared and developed by the teacher should be oriented in a personal sense that corresponds to the humanization of the subjects and appropriation of knowledge, broadening the purpose of school education. Finally, investigating the personal meaning attributed to the teaching activity endorses the studies seeking the overcoming of an Education built only on the daily immediate demands, turning to the transformation of reality and the conditions that restrict the teacher’s development.

Palavras-chave : : Education; Teaching; Teacher; Psychology.

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