A SOCIO-HISTORICAL ANALYSIS OF CONTENT AND SCTRUCTURE OF THE TEACHING ACTIVITY

ABSTRACT: This text reports an analysis of teaching activity with basis in the category of human activity. Refers to a theoretical research that focuses the essential nexus generators of objectification of educational practice both in the material aspect as the ideal. It is assumed that this practice, in dialectical unity between those aspects, constitutes in the material relations of social life, is structured and institutionalized as universal model of education (ideally) and becomes the main determinant of teacher performance. Methodologically, this study analyzes the educational practice in the totality of its relations.Therefore, the actions and operations of teaching, as well as, the reason and  purposes that moved and guide this activity are determined by the objective conditions current of the school and the effects generated by the position of the teacher in these relations as an active subject. The guiding worry of this research focuses on the characterization of teaching activity in educational performance: in its accomplishment. When to investigate the evidence of these connections is necessary to reflect on the correlative links between the structural elements of the teaching activity and the natural practice of teachers under the determinations derived from the first. This reflection, arise the need to investigate the process of appropriation of the activity by the teacher. Thereby, concludes that the teacher not only appropriates the specific knowledge of the disciplines that teaches and the means of education which is available in their educational practice, but also the elements that structure their activity. This evinced the importance of investigations that worry with: the significance of the purpose of education for the teacher; the necessities that move in your performance; the meaning of your activity; among others. In addition to the responses of teachers is necessary to analyze what the content and the origin of appropriation. KEYWORDS: Teacher; Teaching activity; Educational practice.   

The genre personal diary: how the intimate is built

According to Bakhtin (1997), is as the genre entered into a speech, linked to certain field of human activity, that the subject of language and appropriates constitutes. Some of these fields have more close with the daily activities of individuals than others and produce more malleable, genres that allow greater individual interventions, as in the case of personal journal. Due to the intimate character of this genre, it attracted our attention and invited us to examine it more closely. In this paper, we investigate the personal diary genre, from the analysis of two documents written by ordinary people, in an attempt to learn a little bit more about the genre, of the writers and how their relationship with the language. To this end, two adults female people, provided us with their personal logs for analysis. Theoretically, we rely on the assumptions of Mikhail Bakhtin (1997) on the genres of discourse and the work developed by researcher Philippe Lejeune (2008) about autobiographical texts written by ordinaries people. The analysis of the diaries showed that, in addition to record experiences and feelings of the people, they were used as instrument of prayer to one of the person and as a means of creating a public image of himself, to the other.