"Chamar a atenção sem chamar a atenção”: uma tomada de consciência em clínica da atividade docente

Taís Theisen; Anselmo Lima

doi:10.1590/SciELOPreprints.17213

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Taís Theisen Federal University of Technology of Paraná https://orcid.org/0009-0009-3356-6143
- Conceptualization
- Data Curation
- Formal Analysis
- Writing – Original Draft Preparation
- Writing – Review & Editing
Anselmo Lima Federal University of Technology of Paraná https://orcid.org/0000-0003-1427-2165
- Methodology
- Supervision
- Data Curation
- Project Administration
- Validation
- Writing – Review & Editing
- Investigation

DOI:

https://doi.org/10.1590/SciELOPreprints.17213

Keywords:

activity clinic, self-confrontation, becoming aware

Abstract

This study examines a Portuguese Language teacher in Basic Education growing awareness of her professional teaching gesture of “attracting [students’] attention without attracting [their] attention”, that is, engaging them in the lesson without scolding them for inappropriate behavior. This was observed during a professional development session at a public school in Pato Branco-PR. The research problem centers on how to capture students’ attention, in the sense of engaging them in their studies, without reprimanding them, under real classroom conditions. Thus, the objective of this study is to investigate the teacher’s spontaneous gesture of highlighting the word “drafted” on the board while a student was reading a text in class. The methodology is grounded in the Teaching Activity Clinic (TAC), involving classroom videography, simple self-confrontation (SSC), and transcription in accordance with the NURC/SP project, aiming to identify blind spots in pedagogical practice and contribute to transformation in teaching and learning. The data analysis is guided by a discursive (Bakhtin, 2016) and developmental (Vygotsky, 2008) perspective. The results indicate that the spontaneous gesture observed in the video is a reenactment of the teacher’s instructional activity in a back-and-forth motion, referred to as a regulatory activity (Lima, 2008; 2010), between teaching vocabulary and managing student distraction. Furthermore, this realization is triggered by a sequence of reformulation of the oral text (Cazzoli, 2026) in a situation of self-confrontation within TAC.

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Author Biographies

Taís Theisen, Federal University of Technology of Paraná

She is a senior majoring in Portuguese-English Language and Literature at the Federal Technological University of Paraná (UTFPR), Pato Branco Campus, PR. She was a CAPES scholarship recipient in the Institutional Program for Teaching Initiation Scholarships (PIBID), Portuguese Language subproject (2023–2024; 2024–2026). She was a UTFPR scholarship recipient in the Institutional Program for Scientific Initiation Scholarships (PIBIC) and conducted research in the field of Formal Linguistics, specifically in the Semantics and Pragmatics of Natural Languages (2023–2024). She was an Araucária Foundation fellow in the Institutional Program for Scientific Initiation Scholarships (PIBIC) and conducted research in the field of Applied Linguistics, specifically in Bilingualism and Multilingualism: Reading Development, Biliteracy, and Bilingual Literacy (2024–2025). She participated in the extension project “University Life and UTFPR—Pato Branco” (2024–2025). She participated in the extension project “Technical Translation Practices in English in Service of the Community” (2024–2025). She was a Rondonist in Operation Amazonas, the 98th edition of the Rondon Project (2025). She was recognized as an outstanding student by CNPq for her award-winning work at the UTFPR Seminar on Scientific and Technological Initiation in the thematic area SICITE 32 - Linguistics, Languages, and Arts (2025). She participates in the Scientific Initiation program at the CNPq Research Group on Language, Activity, and Human Development (LAD'Humano) and serves as a UTFPR scholarship recipient on the project to promote teaching practice in UTFPR teacher-training programs (Licenciando Project), titled "Clinical observation of teaching practice in the classroom: linking and integrating initial teacher education with continuing teacher education".

Anselmo Lima, Federal University of Technology of Paraná

Ph.D. and M.A. in Applied Linguistics and Language Studies (LAEL) from the Pontifical Catholic University of São Paulo (PUC-SP – 2003–2008). Ph.D. internship with the Clinical Activity Team in the Department of Occupational Psychology at the National Conservatory of Arts and Crafts (CNAM) in Paris, France, as a CAPES fellow (2006–2007). Postdoctoral fellowship at the College of Education and Human Development at the University of Delaware (UDel), with collaborations at LaGuardia Community College of The City University of New York (CUNY) — United States — as a CAPES-FULBRIGHT fellow (2013–2014). Bachelor’s degree in Portuguese and English Language and Literature from Faculdades Oswaldo Cruz in São Paulo (FOC-SP—1999–2002). Bachelor of Laws from Centro Universitário Mater Dei in Pato Branco, Paraná (UNIMATER—2024). Associate Professor IV at the Federal Technological University of Paraná (UTFPR), Pato Branco Campus, where he served as a Research Professor in the Graduate Program in Regional Development (PPGDR) and where he currently serves as a Research Professor in the Graduate Program in Languages and Literature (PPGL) and in the Bachelor’s Degree Program in Portuguese-English Language and Literature. Leader of the CNPq Research Group on Language, Activity, and Human Development (LADHumano). Advisor for undergraduate research projects, teaching practicums, and master’s theses. Coordinator of the Portuguese Language Area for the Institutional Teaching Initiation Scholarship Program (PIBID-CAPES, 2010–2013). Head of the Department of Education at UTFPR, Pato Branco Campus (2010–2012), Associate Coordinator (2015–2017), and Coordinator of the Graduate Program in Language and Literature (PPGL) (2017–2019). He was a member of the International Society for Cultural-Historical Activity Research (ISCAR). He was a member of the Language, Enunciation, and Work Working Group of the National Association for Graduate Studies and Research in Literature and Linguistics (ANPOLL). He was a member of the CNPq research groups ATELIER Language and Work (PUC-SP) and the Laboratory for Advanced Language Studies (UCPEL). He was a member of the editorial board of the following scholarly journals: 1) Bakhtiniana. Journal of Discourse Studies, 2) L@el em (Dis-)Curso, and 3) Dialogic Pedagogy Journal (DPJ): an International Online Journal. He is the author of the books Technical Visits: School-Business Interaction (2010), Dialogues on Teaching Practices (2012), Voices from the Introduction to Teaching (2012), and Practices in the Introduction to Teaching (2013)—all published by Editora CRV and Storbem, with support from CAPES and UTFPR. He is also the author of How to Transform Teaching Practice in Schools: The Definitive Guide for the Pedagogical Coordinator, published by Editora Pontes (2021). He is also the author of numerous scientific articles published in national and international journals, as well as book chapters and articles published in conference proceedings. He is the author of the blog “Clínica da Atividade Docente” (www.formacaoesaudedoprofessor.wordpress.com) and the website “Formação Continuada e Saúde do Professor” (www.facebook.com/formacaoesaudedoprofessor). He was a weekly columnist for the newspaper Diário do Sudoeste. His main interests lie in teaching, research, and outreach initiatives focused on the relationships between Language, Education, Work, Health, and Law, in line with the writings of Bakhtin and his Circle, as well as Vygotsky and his collaborators.