The study of types and textual genres and their contributions to the process of teacher training

• Autor(a) principal: Almeida, Jaqueline Maria
• Data de Publicação: 2019
• Outros Autores: Luquetti, Eliana Crispim França, Silva, Liz Daiana Tito Azeredo da, Almeida, Luciana da Silva
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vértices (Campos dos Goitacazes. Online)
• Texto Completo: https://editoraessentia.iff.edu.br/index.php/vertices/article/view/12515
• topic: Types and textual genres; Reading and production of texts; Textual Linguistics; Teacher training; Tipos y géneros textuales; Lectura y producción de textos; Lingüística textual; Formación de profesores; Tipos e gêneros textuais; Leitura e Produção de textos; Linguística textual; Formação de professores

The aim of the present study was to contribute to the graduate training program of the students of the Pedagogy Course of the Universidade Estadual do Norte Fluminense (UENF). For that purpose, mini-courses were carried out, addressing the theme "Types and Textual Genres", combining theory and practice during content exposition. The theoretical basis was the assumptions of Textual Linguistics. For data collection and analysis, questionnaires were applied before and after the mini-courses, in order to evaluate and compare the knowledge of the participants about the proposed theme. The mini-courses were carried out for students from different periods of the Pedagogy Course, but all of the mini-courses addressed the same didactic content. It is worth mentioning that the participants entered higher education in different ways: the first group, hereinafter referred to as Pedagogy, entered through SISU - Unified Selection System; the second group, referred to as PARFOR, has entered higher education through the National Teacher Training Plan (PARFOR). Regarding the performance of the classes, it was noticed that the students from the Pedagogy group demonstrated better understanding of the content compared to the students of PARFOR group, which caused some astonishment since PARFOR representatives are already education professionals. It is understood, therefore, that this work contributed to a re-evaluation of current pedagogical practices in the training process of these professionals.