A atorialidade: conceito e repercussão na docência

Abstract

This article is part of a discussion about teaching work and it proposes the analysis of actoriality as an aspect of the constitution of teaching professionality. For this purpose, we bring relevant aspects to understanding its concept, that has particular features of the actor in representation of the actant role or the individual as the source of the act. In support of this approach, we consider the methodological and theoretical basis of the Sociodiscursive Interactionism (Bronckart, 1999, 2006, 2008, 2013), with the contribution of Didactic of Language, most specifically about the didactic gestures (Aeby-Daghé; Dolz, 2008; Schneuwly, 2009). Data corpus consists of the transcription of interviews with the teacher after her participation in the course of further education that requires the planning and the conduction of a Project Didactic of Genre in her class. For the analysis, we focus on identifying the action figures (Bulea, 2010, 2016; Almeida, 2015). Results point to the verbalization of the aspects of teaching actoriality which are abilities, reasons and intentions, with an emphasis on relevance of the didactic gestures in the level of intentions.