A escrita literária e a Olimpíada de língua portuguesa escrevendo o futuro: memórias de uma professora

• Autor(a) principal: Herkenhoff, Joana d'Arc Batista
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6878
• topic: Literary writing; Portuguese Language Olympiad; Literary memories; Elementary school; Literary education; Escrita literária; Memórias literárias; Educação literária; Letras; Olimpíada de Língua Portuguesa Escrevendo o Futuro (Brasil); Criação (Literária, artística, etc.); Memória na literatura; Ensino fundamental; Literatura - Estudo e ensino; Professores de português; 82

This thesis articulates Literature and Education to the theoretical reference of the Cultural History of Roger Chartier (representations, appropriations and practices) aiming to analyze the teaching of the literary writing in the final grades of the Elementary School, with theoretical contributions of Tauveron (2014) and Dalla-Bona (2012), Geraldi (2011), Calkins (1989), Vigotski (2009). It aims, specifically, to analyze the pedagogical proposal of the Teacher’s Notebook, of the official program Portuguese Language Olympiad Writing the Future (Olimpíada de Língua Portuguesa Escrevendo o Futuro), which guides the work with the writing of the textual gender “Literary memories”. The subjects of the research are 26 Portuguese Language teachers from the municipal teaching system of Serra (ES) participants of the continuous formation, identifying profiles from their literary reading and writing histories, initial formation and conceptions on literature and its teaching, by means of questionnaire and semi structured interview. Finally, it describes and analyzes the portfolio of a teacher, who records her planning and work with the gender Literary memories. It is concluded that: a) The gender, as the title announces, deals with contents and practices of the literary sphere. The discourse of the Olympiad, however, in an ambiguous game of incentive and restraint does not evidence the relation of the writings of the students with the writing of experienced writers, both understood in this thesis as “artistic intention writings” (TAUVERON, 2014), what I analyze as instrumentalization of literature, as pretext to the teaching of writing skills in general; b) The selection of literary texts privileges memories of European descendants, contributing to the construction of a memoirist representation that excludes the ancestral memory of the majority of the students of the public schools of Serra (ES), the African matrix memory; c) the appropriation of the pedagogical proposal of the notebook by the teacher cuts short the review stage, what makes one infer a conception of writing as product and not as process, nevertheless, invests in the motivation to the literary writing and in the publishing of the texts of the students, important strategies to development of “author behavior” (TAUVERON, 2014), valuing the work with the gender Literary memories as form of history knowledge and of the culture of the city to the creation of pertaining bonds.