Encounters with practice: instruction to a double as a device for transforming teaching in the prison

Abstract

This article presents a social psychology’s contribution to the teaching work concerning school education inside the prisons, specifically through the proposal to apply the methodological device called instruction to a double, contextualized of the teachers’ labor who working in prisons in Brazil. The device we refer to was developed by Ivar Oddone into context of the Italian Workers' Movement and it was appropriated by researchers from Clinical Activity, by Yves Clot and his collaborators. The aforementioned methodization conceives the instruction to a double within the marxian and engelsian’s references context and outlines as an instrument dedicated to giving rise to the dialectical movements of a group or team of workers, who take themselves and their work as objects of analysis and action, contemplating the construction and execution of work’s improvement and transformation plans subsidized by the investigation and production of knowledge about the multiple dimensions that make up their professional activity, such as occupational actions and gestures, affections, contradictions, social relations, institutional and metier prescriptions, sufferings, social and political, economic and cultural work’s scenarios, as well as the concrete and symbolic aspects that make up the arbitrary functional routine experienced. In short, double instruction makes it possible for the dialogical and reflective activity to expand the teachers' power of action and also to revitalize the professional genre.