Teachers’ metier genres: Language as a teachers’ work instrumentalization

ABSTRACT When focusing on the teacher’s metier, it appears that, in order to perform the real of the activity this professional uses and teaches language. It happens that, many times, he may find difficulties in performing daily tasks due to the fact that he may not have appropriated discourse genres inherent to his doing. Immersed in the themes of language and teacher training (Bakhtin, 2011; Rojo, 2015; Kleiman, 2008), this study seeks to inventory the discourse genres that constitute the teacher’s work at the four levels of education and reflect on the importance of these texts to the concreteness of the teacher’s working. The research is justified by the potential it has to contribute to the discussions about teacher education curricula, considering the need to recognize the relevant role of these discourse genres in practice. From the empirical research, it was possible to inventory the genres used in teaching practices and organize them in four discoursive functions: routine activity, interpersonal communication, planning and documentation.

摘要：当聚焦教师的专业本职领域时，可见该职业从业者依托语言开展其专业范畴内的真实活动。诸多情形下，教师常会因未能掌握与其职业行为内在相关的话语体裁（discourse genres），而在完成日常工作时遭遇困境。本研究立足于语言与教师培训相关主题（巴赫金，2011；罗霍，2015；克莱曼，2008），旨在梳理四个教育阶段中教师工作所涉及的话语体裁，并探讨此类文本对教师工作具体实践的重要意义。本研究的合理性在于，其可为教师教育课程的相关研讨提供支撑，契合学界亟需明确此类话语体裁在教学实践中核心作用的现实需求。通过实证研究，本研究已梳理出教学实践中使用的各类话语体裁，并将其归纳为四大话语功能：日常事务、人际沟通、教学规划与文档记录。