Conselho De Classe: Que Espaço É Esse? - PUC-SP

ABSTRACT
The aim of this research is to understand and analyze under the optic of the Applied
Linguistic, the academic council in a state school, in the zone of São Paulo, in Education to
Young and Adults (EYA) (EJA) High Scholl in the night shift. The study is inserted in the group
of research LACE (Language in Activities in the Scholar Context – PUC – SP) and it is based in
Activity of the Theory (Engestrom, 1994 and Leontiev 1977/2003) to understand the organization
and the conception of the activity academic council, supporting itself on the social-historical
conception of the development (Vygotsky,1987). Besides, it also has as theoretical base the
dialogic characteristics of the language (Backthin 1953/1992) and the evaluation inside a critical
perspective that objectifies the formation of the autonomous and creative thought (Alvarez, 2002
and Kemmis, 1987) developing different ways to argue. This research has been accomplished
using as methodology the critical research with a collaborate (Magalhães 1998 e 2002 and
Liberali 1999) that is an investigating process with the aim of understanding and transforming
pedagogical practices and it is based on a social historical cultural perspective.
The data had been collected through the recordings and shootings of the academic
council being comparatively interpreted. To the analysis of the data a general plan of the text
had been used trying to visualize the thematic set of the speeches that occurred in the academic
council and the kinds of prototypic sequences (Bronckart, 1997 e 2006).
The results pointed out that the first academic councils were being used as a space to
construction of an evaluation that just determined if the student was or wasn’t approved facing
the grades under the average he had obtained. This view of the evaluation wasn’t coherent with
the meaning the coordinator affirmed he was constructing by the faculty, or either, a global,
critical and reflexive evaluation. In relation to the work division in the academic council, it is
only centered in the pedagogical coordinator, who determines the final result of the student
without looking for arguments or conducting the teachers to reflect, he only drives all the
participants apart from the construction of the objective in the activity. Therefore, it could also
be observed that after the construction of the reflexive spread sheet, accomplished together with
the researcher some significant transformation took place.