Atividade docente: transforma？？es do professor na perspectiva da psicologia sócio-histórica

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.