Desenvolvimento e educação em diálogo: o apagamento da dimensão coletiva do trabalho docente/Development and education in dialogue: the absence of the collective dimension of the teaching work

This article’s objective is to approach certain discourses on teaching, which circulate inofficial documents and, concomitantly, argue in favor of the use of documental corpus inresearches in the field of applied linguistics - in view of the contribution of discursiveapproaches towards rethinking a scission between the supposed interiority of texts and thealleged exteriority of human actions in the world, which, in our viewpoint, devitalizeslanguage practices. It is also intended to promote the meeting of two recent surveys(DEUSDARÁ, 2011, GIORGI, 2012), who pored over Education Plans, namely: theEducation Development Plan, proposed by a presidential decree, and an InstitutionalDevelopment Plan, drawn up in a federal institution of technological education. Theconcerned dialogue is based on the relationship between text and context from the perspectiveof Bakhtin (2000) and from the studies of ergology (SCHWARTZ, 2000 CLOT, 2007BRITO; ATHAYDE, 2003). Results point to an erasure of the collective dimension of theteaching work, as well as a weakening of prescription for the promotion of adequate workingconditions.