Projetos do Curso online Caminhos da Escrita em investigação: das transposições dos gêneros textuais à transformação de saberes e de capacidades docentes

• Autor(a) principal: KLINPOVOUS, Rosane
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/1829
• topic: Formação de professores; Gêneros textuais; Caminhos da Escrita; Teacher education; Text genres; Caminhos da Escrita; LINGUISTICA, LETRAS E ARTES::LETRAS

The teacher education of Portuguese language teachers becomes crucial to meet social demands and various changes arising from the educational environment that excel in a discursive approach. The objective of this research is to understand what are the evidences of transformation of knowledge and teaching capcities shown in the projects of the on-line course Caminhos da Escrita, found by the participating teachers. The foundation is based on the perspective of textual genres, on the theoretical postulates of Sociodiscursive Interactionism (ISD) (BRONCKART, 1999/2012), on its didactic proposal (DOLZ; NOVERRAZ; SCHNEUWLY, 2004), on literacy studies (KLEIMAN, 2010), on the pedagogy of multiliteracies (ROJO, 2012) and continuing education at a Distance Education (EaD). The qualitative approach is in line with the case study (YIN, 2005), with an exploratory nature of the projects acquired by the teachers participating in the online course Caminhos da Escrita, offered by the program of the Center for Studies and Research in Education, Culture and Action, in the 1st semester of 2020. In view of the various activities produced in the course, we selected the following corpus of analysis: the forum “discussing ideas for a literacy project”, individual projects and final projects. The first question, which was intended to understand which are the of the forum to the construction of the projects of the Caminhos da Escrita Course, analysis of the parameters of the production context and thematic orientation segments (SOT), and Thematic Treatment Segments (STT) according to Bronckart (2008) and Bulea (2010), and the ISD guidelines. The SOT signals the text genres cordel, nursery rhymes and children's songs, solo adventures and personal stories that served to guide the construction of the projects. On the other hand, the most recurrent STT deal with multimodality, the choice of text genre and the mask of the project. In the second question, we sought to investigate the configurations of the projects built in the online course Caminhos da Escrita, as well as what are the language capcities mobilized in the activities produced. Therefore, the analysis of schemes of its macrostructure and synopsis revealed that the projetcs mix literacy precepts and the didactic sequence. However, the elementaryization of activities was not planned, leaving gaps in interpretation. In terms of language capacities (SCHNEUWLY; DOLZ, 2004; STUTZ; CRISTOVÃO, 2011; LENHARO, 2016; CACILHO, 2016), we noticed that the most recurrent were action, discursive and multisemiotic capacities, whereas the least recurrent were signification, linguistic-discursive and digital capacities. In the third question we anlyze which we sought for evidences of knowledges and teaching capacities (STUTZ, 2012) in the developed projects. The results show that if in on hand, knowledges of the context, methodology, resources and learning assessment were recurrent, on the other hand, knowledges about autonomous learning and lesson planning have been less evidenced. In terms of capacities to plan activities, we observed that there are lacks concerned to following logical sequencing and to following of teachable dimensions of the text genre, which have not been transposed into the activities of the projects. We believe that the course Caminhos da Escrita of Writing course is an important proposal for teacher continuing education to give to ressignify teaching knowledges and capacities knowledge, which would still need to be adapted further.