An intervention device with teachers of the Centros de Estudos de Línguas (CEL): the work of teaching “French” in debate

ABSTRACT

This paper aims to describe an intervention device based on the analysis of practices carried out with a group of French teachers from the Centro de Estudos de Línguas - CEL (Language Study Centers), which is part of the public school system in the State of São Paulo. Through a linguistic-discursive analysis (Bulea & Bronckart, 2012), it points out how the intervention can provide a dynamic interpretation of the activity (Bronckart, 2008b). The study is based on the social interactionist paradigm (Vygotski, 1934/1997), in the theoretical-methodological framework of Sociodiscursive Interactionism (Bronckart, 2017) and in the Clinic of Activity (Clot, 1999). The corpus comprises transcripts of allo-confrontation interviews (Mollo & Falzon, 2004; Leblanc, 2014) and crossed self-confrontation interviews (Clot & Faïta, 2000). The analyses presented here demonstrate how the conflict of the métier is configured discursively and corroborate the idea that the interpretive debate on teaching is likely to enable the transformation of the meanings of lived experiences.

Keywords: intervention; teacher development; teaching as work; applied linguistics; crossed self-confrontation