Desafios na reconstrução da prática pedagógica dos docentes de língua portuguesa na sociedade atual
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Data
2018
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Este estudo objetivou analisar teorias do ensino da língua portuguesa a fim de contribuir para
práticas inovadoras nessa área visando atender aos anseios da sociedade atual. Para
concretizá-lo se realizou levantamento bibliográfico; investigaram-se teorias linguísticas que
abordam os novos estudos da linguagem e as teorias do ensino da língua portuguesa; se
averiguou se os programas de formação docente possibilitam o preparo suficiente para lidar
com as complexidades da contemporaneidade. Para dialogar com o quadro teórico desse
estudo foi realizada a pesquisa de campo em sete instituições públicas, sendo duas de nível
superior e cinco de nível médio, das quais participaram dezesseis estudantes do ensino
superior e médio e quatorze docentes de língua portuguesa. Utilizou-se para coleta de dados a
observação participante, a aplicação de consulta escrita com seis questões abertas aos
estudantes e a consulta escrita e entrevista para os docentes. Na análise dos dados se percebeu
que o maior desafio para a reconstrução da prática docente é a ausência de programas de
formação continuada, somado à falta de internet de qualidade e recursos tecnológicos
acessíveis para docentes e discentes. Encontrou-se, todavia declarações sobre algumas ações
inovadoras realizadas de forma individual através do incentivo à formação crítica dos alunos
com debates sobre temas polêmicos e atuais, com rodas de conversa, produção textual
argumentativa e interpretação de textos contextualizados com a vida dos estudantes, que, se
observadas e analisadas numa futura pesquisa, poderão ser a reconstrução da prática
pedagógica coletivamente nas instituições investigadas.
This study aimed to analyze theories of Portuguese language teaching in order to stimulate innovative practices in this area to meet the wishes of the current society. For achieving this, a bibliographical survey was carried out; Linguistic theories that deal with the new studies of language have been investigated; It was investigated whether teacher training programs provide sufficient preparation to deal with the complexities of the contemporaneity; the methodological practices in the teaching of the Portuguese language were verified; the problems experienced by teachers in their pedagogical work were identified and the innovative practices of Portuguese language teachers were characterized. The field research carried out in seven public institutions, attended by sixteen high school students and fourteen Portuguese teachers. The instrument used for data collection was the participant observation, the application of a written consultation with six open-ended questions to students and written consultation and interview for teachers. From the analysis of the data, it was noticed that the greatest challenge for the reconstruction of the teaching practice is the absence of continuous training programs, added to the lack of good quality internet connection and technological resources accessible to teachers and students. There were, however, statements about some innovative actions carried out individually through the encouragement of the critical formation of students with debates on controversial and current topics, group conversation, argumentative essays production and reading and comprehension of texts contextualized with students' lives, that, if observed and analyzed in a future research, will be able to be stimulus in a collective work that can really support the reconstruction of the pedagogical practice collectively in the institutions that were investigated.
This study aimed to analyze theories of Portuguese language teaching in order to stimulate innovative practices in this area to meet the wishes of the current society. For achieving this, a bibliographical survey was carried out; Linguistic theories that deal with the new studies of language have been investigated; It was investigated whether teacher training programs provide sufficient preparation to deal with the complexities of the contemporaneity; the methodological practices in the teaching of the Portuguese language were verified; the problems experienced by teachers in their pedagogical work were identified and the innovative practices of Portuguese language teachers were characterized. The field research carried out in seven public institutions, attended by sixteen high school students and fourteen Portuguese teachers. The instrument used for data collection was the participant observation, the application of a written consultation with six open-ended questions to students and written consultation and interview for teachers. From the analysis of the data, it was noticed that the greatest challenge for the reconstruction of the teaching practice is the absence of continuous training programs, added to the lack of good quality internet connection and technological resources accessible to teachers and students. There were, however, statements about some innovative actions carried out individually through the encouragement of the critical formation of students with debates on controversial and current topics, group conversation, argumentative essays production and reading and comprehension of texts contextualized with students' lives, that, if observed and analyzed in a future research, will be able to be stimulus in a collective work that can really support the reconstruction of the pedagogical practice collectively in the institutions that were investigated.
Descrição
Orientação: José Bernardino Duarte
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO DA LÍNGUA PORTUGUESA, PRÁTICAS PEDAGÓGICAS, INOVAÇÃO, PORTUGUESE LANGUAGE TEACHING, PEDAGOGICAL PRACTICES, EDUCATION, INNOVATION