Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages

Detalhes bibliográficos
Autor(a) principal: Barros, Ev'Angela Batista Rodrigues de
Data de Publicação: 2023
Outros Autores: Pereira, Selma Lúcia de Assis
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Scripta
Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/30205
Resumo: The teaching of the Portuguese language is subject to various injunctions (theoretical-methodological, legal, etc.) and benefits from advances in research in the field of Education, in interface sciences (Psychology, Neuroscience, Ethnography) and disciplinary studies - such as Linguistics Textual, Applied Linguistics. In this scenario, this article shows a preliminary analysis of a corpus consisting of 35 reports, from 43 undergraduates in Languages ​​from a Federal Institute (Ifes), within the discipline Supervised Internship I (2020). In addition to the theoretical choices in relation to the Internship itself (such as PIMENTA; LIMA, 2012), the prevailing methodology, the didactic sequence (SCHNEUWLY; DOLZ; 2004, 2011) and the contribution of the field of Linguistics (MARCUSCHI, ROJO, KOCH; ELIAS, among others), varied nuances emerge. There is a predilection for written genres (33 reports) x two works with oral genres. Among the former, 28 opted for interventions on different textual genres (especially fables and chronicles), to the detriment of teaching grammatical presentation. The modes of organization of the reports (CHARAUDEAU, 2019) show the prevalence of narrativity and argumentativeness, in movements that aim to justify choices, inform procedures, issue positions, add arguments to verify theses.
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spelling Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in LanguagesEnsino de Língua Portuguesa: ensinar o quê, para quê, por quê? Uma problematização à luz dos relatos de Estágio Supervisionado de graduandos em LetrasEnsino de língua portuguesaRelatos docentesEstágio supervisionadoGêneros textuaisModos de organização do discursoThe teaching of the Portuguese language is subject to various injunctions (theoretical-methodological, legal, etc.) and benefits from advances in research in the field of Education, in interface sciences (Psychology, Neuroscience, Ethnography) and disciplinary studies - such as Linguistics Textual, Applied Linguistics. In this scenario, this article shows a preliminary analysis of a corpus consisting of 35 reports, from 43 undergraduates in Languages ​​from a Federal Institute (Ifes), within the discipline Supervised Internship I (2020). In addition to the theoretical choices in relation to the Internship itself (such as PIMENTA; LIMA, 2012), the prevailing methodology, the didactic sequence (SCHNEUWLY; DOLZ; 2004, 2011) and the contribution of the field of Linguistics (MARCUSCHI, ROJO, KOCH; ELIAS, among others), varied nuances emerge. There is a predilection for written genres (33 reports) x two works with oral genres. Among the former, 28 opted for interventions on different textual genres (especially fables and chronicles), to the detriment of teaching grammatical presentation. The modes of organization of the reports (CHARAUDEAU, 2019) show the prevalence of narrativity and argumentativeness, in movements that aim to justify choices, inform procedures, issue positions, add arguments to verify theses.O ensino de Língua Portuguesa sofre injunções diversas (teórico-metodológicas, legais, etc.) e beneficia-se dos avanços em pesquisas no âmbito da Educação, em ciências de interface (Psicologia, Neurociência, Etnografia) e dos estudos disciplinares – como a Linguística Textual, a Linguística Aplicada. Nesse cenário, o presente artigo evidencia análise preliminar de um corpus constituídos por 35 relatos, de 43 graduandos em Letras de um Instituto Federal (Ifes), no bojo da disciplina Estágio Supervisionado I (2020). Além das escolhas teóricas em relação ao próprio Estágio (como PIMENTA; LIMA, 2012), à metodologia prevalente, a sequência didática (SCHNEUWLY; DOLZ; 2004, 2011) e ao aporte do âmbito da Linguística (MARCUSCHI, ROJO, KOCH; ELIAS, entre outros), variadas nuances despontam. Há predileção por gêneros escritos (33 relatos) x dois trabalhos com gêneros orais. Entre os primeiros, 28 optaram por intervenções sobre gêneros textuais diversos (sobretudo fábula e crônica), em detrimento do ensino de tópicos gramaticais. Os modos de organização dos relatos (CHARAUDEAU, 2019) evidenciam a prevalência da narratividade e da argumentatividade, em movimentos que visam a justificar escolhas, informar procedimentos, emitir posicionamentos, aduzir argumentos para comprovar teses.PUC Minas2023-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/3020510.5752/P.2358-3428.2023v27n59p31-66Scripta; Vol 27 No 59 (2023): Escrita, leitura e literatura; 31-66Scripta; V. 27 N. 59 (2023): Escrita, leitura e literatura; 31-66Scripta; v. 27 n. 59 (2023): Escrita, leitura e literatura; 31-662358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/30205/20869Copyright (c) 2023 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBarros, Ev'Angela Batista Rodrigues de Pereira, Selma Lúcia de Assis2023-08-01T13:52:50Zoai:ojs.pkp.sfu.ca:article/30205Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2023-08-01T13:52:50Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false
dc.title.none.fl_str_mv Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
Ensino de Língua Portuguesa: ensinar o quê, para quê, por quê? Uma problematização à luz dos relatos de Estágio Supervisionado de graduandos em Letras
title Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
spellingShingle Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
Barros, Ev'Angela Batista Rodrigues de
Ensino de língua portuguesa
Relatos docentes
Estágio supervisionado
Gêneros textuais
Modos de organização do discurso
title_short Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
title_full Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
title_fullStr Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
title_full_unstemmed Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
title_sort Portuguese Language Teaching: teach what, for what, why? A problematization in the light of reports of Supervised Internship of undergraduates in Languages
author Barros, Ev'Angela Batista Rodrigues de
author_facet Barros, Ev'Angela Batista Rodrigues de
Pereira, Selma Lúcia de Assis
author_role author
author2 Pereira, Selma Lúcia de Assis
author2_role author
dc.contributor.author.fl_str_mv Barros, Ev'Angela Batista Rodrigues de
Pereira, Selma Lúcia de Assis
dc.subject.por.fl_str_mv Ensino de língua portuguesa
Relatos docentes
Estágio supervisionado
Gêneros textuais
Modos de organização do discurso
topic Ensino de língua portuguesa
Relatos docentes
Estágio supervisionado
Gêneros textuais
Modos de organização do discurso
description The teaching of the Portuguese language is subject to various injunctions (theoretical-methodological, legal, etc.) and benefits from advances in research in the field of Education, in interface sciences (Psychology, Neuroscience, Ethnography) and disciplinary studies - such as Linguistics Textual, Applied Linguistics. In this scenario, this article shows a preliminary analysis of a corpus consisting of 35 reports, from 43 undergraduates in Languages ​​from a Federal Institute (Ifes), within the discipline Supervised Internship I (2020). In addition to the theoretical choices in relation to the Internship itself (such as PIMENTA; LIMA, 2012), the prevailing methodology, the didactic sequence (SCHNEUWLY; DOLZ; 2004, 2011) and the contribution of the field of Linguistics (MARCUSCHI, ROJO, KOCH; ELIAS, among others), varied nuances emerge. There is a predilection for written genres (33 reports) x two works with oral genres. Among the former, 28 opted for interventions on different textual genres (especially fables and chronicles), to the detriment of teaching grammatical presentation. The modes of organization of the reports (CHARAUDEAU, 2019) show the prevalence of narrativity and argumentativeness, in movements that aim to justify choices, inform procedures, issue positions, add arguments to verify theses.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/30205
10.5752/P.2358-3428.2023v27n59p31-66
url http://periodicos.pucminas.br/index.php/scripta/article/view/30205
identifier_str_mv 10.5752/P.2358-3428.2023v27n59p31-66
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/30205/20869
dc.rights.driver.fl_str_mv Copyright (c) 2023 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv PUC Minas
publisher.none.fl_str_mv PUC Minas
dc.source.none.fl_str_mv Scripta; Vol 27 No 59 (2023): Escrita, leitura e literatura; 31-66
Scripta; V. 27 N. 59 (2023): Escrita, leitura e literatura; 31-66
Scripta; v. 27 n. 59 (2023): Escrita, leitura e literatura; 31-66
2358-3428
1516-4039
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reponame_str Revista Scripta
collection Revista Scripta
repository.name.fl_str_mv Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
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