“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/4337 |
Resumo: | In this paper, a discussion of the relationship between the teaching of textual written production at school and the representation of Portuguese language teachers on the teaching of this competence is presented. Based on the theoretical and methodological framework of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008), this study, with a qualitative and interpretative basis, resorted to the generation of data to conduct semi-structured interviews, recorded on audio, given by two Portuguese language teachers of the public school system in a city in the state of Rio Grande do Sul. The analysis focused on the teachers' representations about the work with written textual production in their classes from two levels of textual architecture proposed by Bronckart (1999): the level of the textual infrastructure, focusing on the identification of the types of discourse, and the level of enunciative accountability, especially from the identification of enunciative mechanisms. The results obtained suggest that, although teachers are enunciatively responsible for their actions, there is still much to be done in relation to the teaching of written text production at school. It is considered that this research contributes to the investigations carried out in this field by reaffirming the importance of deepy understanding the reality of the classroom based on the representations of the teachers so that one can intervene in their teaching work in proposals for continuing education. |
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“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school“Acho que a escrita é fundamental”: Representações de professores de língua portuguesa sobre o com trabalho produção textual na escolaInteracionismo SociodiscursivoTrabalho DocenteEscritaSociodiscursive InteractionismTeaching WorkWritingIn this paper, a discussion of the relationship between the teaching of textual written production at school and the representation of Portuguese language teachers on the teaching of this competence is presented. Based on the theoretical and methodological framework of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008), this study, with a qualitative and interpretative basis, resorted to the generation of data to conduct semi-structured interviews, recorded on audio, given by two Portuguese language teachers of the public school system in a city in the state of Rio Grande do Sul. The analysis focused on the teachers' representations about the work with written textual production in their classes from two levels of textual architecture proposed by Bronckart (1999): the level of the textual infrastructure, focusing on the identification of the types of discourse, and the level of enunciative accountability, especially from the identification of enunciative mechanisms. The results obtained suggest that, although teachers are enunciatively responsible for their actions, there is still much to be done in relation to the teaching of written text production at school. It is considered that this research contributes to the investigations carried out in this field by reaffirming the importance of deepy understanding the reality of the classroom based on the representations of the teachers so that one can intervene in their teaching work in proposals for continuing education.O presente artigo tem como objetivo discutir relação existente entre o ensino de produção textual escrita e as representações de professoras de Língua Portuguesa sobre o ensino dessa competência na escola. A fundamentação teórica deste trabalho encontra-se, majoritariamente, no quadro teórico-metodológico do Interacionismo Sociodiscursivo (BRONCKART, 1999; 2006; 2008). Para geração de dados, recorreu-se a à realização de entrevistas semiestruturadas, gravadas em áudio, com duas professoras de Língua Portuguesa da rede pública municipal de ensino de um município gaúcho. As análises focaram sobre as representações das professoras acerca do trabalho com produção textual escrita em suas aulas a partir de dois níveis da arquitetura textual propostos por Bronckart (1999): o nível da infraestrutura textual, focalizando a identificação dos tipos de discurso, e o nível da responsabilização enunciativa, especialmente a partir da identificação dos mecanismos enunciativos. Os resultados sugerem que, apesar de as professoras responsabilizarem-se enunciativamente pelo seu agir, ainda há muito o que se avançar em relação ao ensino de produção textual escrita na escola. Considera-se que esta pesquisa contribui para as investigações realizadas nesse campo ao reafirmar a importância de compreender mais a fundo a realidade da sala de aula a partir das representações dos professores para que se possa intervir qualificadamente em seu trabalho de ensino em propostas de formação continuada.EdUECE2021-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/433710.46230/2674-8266-12-4337Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 280-301Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 280-3012674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4337/3841https://revistas.uece.br/index.php/linguagememfoco/article/view/4337/3842Copyright (c) 2021 Bruno Scienza Schmidt, Anderson Carnininfo:eu-repo/semantics/openAccessSchmidt, Bruno ScienzaCarnin, Anderson2021-10-06T01:00:20Zoai:ojs.revistas.uece.br:article/4337Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-10-06T01:00:20Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school “Acho que a escrita é fundamental”: Representações de professores de língua portuguesa sobre o com trabalho produção textual na escola |
title |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
spellingShingle |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school Schmidt, Bruno Scienza Interacionismo Sociodiscursivo Trabalho Docente Escrita Sociodiscursive Interactionism Teaching Work Writing |
title_short |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
title_full |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
title_fullStr |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
title_full_unstemmed |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
title_sort |
“I think writing is fundamental": Representations of Portuguese language teachers on work with textual production in school |
author |
Schmidt, Bruno Scienza |
author_facet |
Schmidt, Bruno Scienza Carnin, Anderson |
author_role |
author |
author2 |
Carnin, Anderson |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Schmidt, Bruno Scienza Carnin, Anderson |
dc.subject.por.fl_str_mv |
Interacionismo Sociodiscursivo Trabalho Docente Escrita Sociodiscursive Interactionism Teaching Work Writing |
topic |
Interacionismo Sociodiscursivo Trabalho Docente Escrita Sociodiscursive Interactionism Teaching Work Writing |
description |
In this paper, a discussion of the relationship between the teaching of textual written production at school and the representation of Portuguese language teachers on the teaching of this competence is presented. Based on the theoretical and methodological framework of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008), this study, with a qualitative and interpretative basis, resorted to the generation of data to conduct semi-structured interviews, recorded on audio, given by two Portuguese language teachers of the public school system in a city in the state of Rio Grande do Sul. The analysis focused on the teachers' representations about the work with written textual production in their classes from two levels of textual architecture proposed by Bronckart (1999): the level of the textual infrastructure, focusing on the identification of the types of discourse, and the level of enunciative accountability, especially from the identification of enunciative mechanisms. The results obtained suggest that, although teachers are enunciatively responsible for their actions, there is still much to be done in relation to the teaching of written text production at school. It is considered that this research contributes to the investigations carried out in this field by reaffirming the importance of deepy understanding the reality of the classroom based on the representations of the teachers so that one can intervene in their teaching work in proposals for continuing education. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4337 10.46230/2674-8266-12-4337 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4337 |
identifier_str_mv |
10.46230/2674-8266-12-4337 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4337/3841 https://revistas.uece.br/index.php/linguagememfoco/article/view/4337/3842 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Bruno Scienza Schmidt, Anderson Carnin info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Bruno Scienza Schmidt, Anderson Carnin |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 280-301 Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 280-301 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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1797068889008373760 |