%0 Journal Article
%T Atividade docente: transforma£¿£¿es do professor na perspectiva da psicologia s¨®cio-hist¨®rica
%A Davis
%A Claudia
%A Aguiar
%A Wanda Maria Junqueira
%J Psicologia Escolar e Educacional
%D 2010
%I Associa??o Brasileira de Psicologia Escolar e Educacional
%R 10.1590/S1413-85572010000200006
%X this article aims to demonstrate, through the theoretical and methodological assumptions of the social-historical approach in psychology and those of the contemporary french ergonomic tradition, how it is possible to subsidize a teacher formation that does not promote a dichotomy between knowledge and action, improving, consequently, the quality of schooling. the main categories and concepts employed are explicated as well as the procedures used to collect data from a second grade teacher, working in a public institution located in sao paulo city, brazil. finally, a description and an interpretation of the collected data are presented, showing how initial and/or continuous teacher formation can be enriched by the type of analysis that was conducted.
%K teacher formation
%K teaching working
%K social-historic psychology.
%U http://www.scielo.br/scielo.php?script=sci_abstract&pid=S1413-85572010000200006&lng=en&nrm=iso&tlng=en