A construção da identidade docente num contexto de readaptação funcional: a experiência compartilhada nos grupos de trabalho diferenciado (GTDs) na Escola Municipal Monsenhor Artur de Oliveira com estudantes de 6 a 10 anos

Abstract

This conclusion work of the Specialization Course in Teaching Residence, for the Training of Basic Education Educators, consists of three parts. Initially a Memorial of my academic and professional trajectory. The second part was an action project called “Differentiated Work Groups (GTDs) at Escola Municipal Monsenhor Artur de Oliveira with students from 6 to 10 years old who have disciplinary problems: the look of childhood in cultural and shared experience”. The third part deals with the final considerations of the project. The general objective of the project was to contribute with the school community to face school (in) discipline, through the valuation of childhood and the playful experience in the social construction of identity. The specific objectives were: a) develop facilitating attitudes (congruence and empathic listening by the teacher) for the child's human development processes; b) create affective bonds; c) create cognitive links with the different contents (games, reading, conversation circles, toys and games, yoga). The following theoretical references selected for the development of the project, cover the concepts of: experiência BONDÍA (2002), cultura lúdica BROUGÈRE (1998), disciplina escolar VASCONCELLOS (2009), congruência e escuta empática ROGERS (2009) e identidade TARDIF (2010). The methodological approach favored action research and bibliographic research. The results found allow us to say that the objectives were partially achieved. With regard to the general objective, it was possible to observe a strengthening of the child's self-esteem and expressiveness of the child's unique identity, with repercussions on improving the quality of social interactions in the classroom. With regard to specific objectives, it was observed that teaching mediation based on empathic listening and reflection of feelings contributed to the attitudes of cooperation and solidarity in the groups. It was noted that group work mobilizes the emergence of interactional conflicts. The lack of limit, in certain situations, was an impasse for the school discipline in face of the lack of clarity of the objectives of the class. It is concluded that the formation of affective and cognitive bonds, fundamental to the construction of school discipline, depends not only on the quality of affective relationships - positive consideration, acceptance and respect among the participants - but, mainly, on the construction of meanings for the study. Opening up to experience does not dispense with pedagogical planning. The possibility of continuing the action project demands a permanent reframing of its intentionality and methodology.