Self-confrontation interviews as an engine to development: dialogue of a teacher with her practice

Abstract

This article aims at presenting the preliminary analysis of a selfconfrontationinterview of a French teacher from Parana state, that willshow how the work situation is seen by the teacher and how it infl uencesher activity. Analyzing the text, we could observe how she becomes awareof her way of acting, her reactions to the unexpected, her body posture,the crystalized and repetitive actions, which can help us to understandher activity. It is the fact of being aware of those processes that can allowthe appropriation of her practices and therefore her development. Wewill present the theoretical framework that underlies the research andthen the methodological procedures. Finally, we will show the partialanalysis of the data and the conclusions that we found, which show theawareness process of her actions that, according to Vigotski (2003), canbe the engine of development.