Formação continuada docente em língua portuguesa e o ensino e aprendizagem de gêneros textuais no 9º ano : um estudo de caso
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2015
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Nos últimos anos, a oferta de cursos de formação continuada, a professores de Português, foi intensificada, marcando a agenda das políticas educativas, no Brasil, tendo por finalidade melhorar a qualidade de ensino da Língua Portuguesa. O entendimento da
natureza sociocultural dos usos da Língua levou à valorização dos gêneros textuais, como fonte de orientação basilar do processo de ensino-aprendizagem, pela possibilidade de aperfeiçoamento da Língua em uso. A partir destes princípios, presentes no currículo, foi definido o objetivo geral: averiguar se a participação dos docentes de Língua Portuguesa,
em cursos de formação continuada, tem contribuído para o aperfeiçoamento da abordagem dos gêneros textuais, como ferramenta para as práticas linguísticas da leitura e da escrita, no 9º ano do Ensino Fundamental, em uma escola pública de Arauá/SE. Partindo do enquadramento teórico da pesquisa, efetuou-se a descrição e análise de teorias e estudos sobre os gêneros textuais, como práticas sociais, e ainda sobre a formação continuada de professores. Na pesquisa, que configura um estudo de caso, foi selecionada uma
abordagem predominantemente qualitativa. Realizaram-se entrevistas a duas professoras,
do Ensino Fundamental, que participaram de cursos de formação continuada, sobre gêneros textuais. Além disso, procedeu-se à observação de aulas de Língua Portuguesa, dessas
professoras, em três turmas de 9º ano, com base numa grelha de observação de
abordagens linguísticas de gêneros textuais, visando a análise da orientação docente das atividades linguísticas de gêneros textuais e do trabalho desenvolvido pelos alunos, em sala de aula. Os resultados do estudo comprovam a necessidade de reforçar a formação do professor, relacionada com as novas práticas de Língua Portuguesa, e de acordo com um
acompanhamento pedagógico reflexivo, a fim de ajudar os alunos a ultrapassar as suas dificuldades, na compreensão da leitura e na produção escrita de gêneros textuais.
In the last few years, the supply of continuing education courses to teachers of Portuguese teachers was intensified; it marked Brazil’s educational policy agenda with the purpose of improving Portuguese language teaching quality. The understanding of sociocultural nature of Language use led to the appreciation of textual genres, as a basic guidance source of the teaching-learning process by the possibility of improving the Language in use. From these principles, present in the curriculum, general objective was defined: ascertaining whether the participation of Portuguese language instructors, in those courses, has contributed to the improvement of the textual genres approach as a tool for the linguistic practices of reading and writing, in the 9th grade of public elementary school in Arauá/SE.The description and analysis of theories and studies on textual genres as social practices, as well as on the continuing education of teachers were made based on the theoretical framework of the research. In the survey, which sets up a case study, a qualitative approach was selected. There were interviews with two teachers from Elementary School who attended continuing formation courses on textual genres. In addition, these teachers’ classes’ observation was proceeded in three groups of the 9th grade based on a grid of linguistic approach observation. This research also aimed to the analysis of teaching orientation of language activities as well as the work done by students in the classroom. The study results show the need to strengthen teachers training, related to new Portuguese Language practices and according to a reflective teaching support in order to help students overcome their difficulties in reading comprehension and in the written production of text types.
In the last few years, the supply of continuing education courses to teachers of Portuguese teachers was intensified; it marked Brazil’s educational policy agenda with the purpose of improving Portuguese language teaching quality. The understanding of sociocultural nature of Language use led to the appreciation of textual genres, as a basic guidance source of the teaching-learning process by the possibility of improving the Language in use. From these principles, present in the curriculum, general objective was defined: ascertaining whether the participation of Portuguese language instructors, in those courses, has contributed to the improvement of the textual genres approach as a tool for the linguistic practices of reading and writing, in the 9th grade of public elementary school in Arauá/SE.The description and analysis of theories and studies on textual genres as social practices, as well as on the continuing education of teachers were made based on the theoretical framework of the research. In the survey, which sets up a case study, a qualitative approach was selected. There were interviews with two teachers from Elementary School who attended continuing formation courses on textual genres. In addition, these teachers’ classes’ observation was proceeded in three groups of the 9th grade based on a grid of linguistic approach observation. This research also aimed to the analysis of teaching orientation of language activities as well as the work done by students in the classroom. The study results show the need to strengthen teachers training, related to new Portuguese Language practices and according to a reflective teaching support in order to help students overcome their difficulties in reading comprehension and in the written production of text types.
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Orientação: Maria de Nazaré Castro Trigo Coimbra
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, POLÍTICA EDUCATIVA, EDUCATIONAL POLICY, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION, LINGUÍSTICA, LINGUISTICS, QUALIDADE DA EDUCAÇÃO, EDUCATION QUALITY, LEITURA, READING, ESCRITA, WRITING, BRASIL, BRAZIL