Teacher participation in continuing collaborative education: working with discursive genres in the early years

• Autor(a) principal: Hubes, Terezinha Costa
• Data de Publicação: 2022
• Outros Autores: Ortega, Leliane Regina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Raído (Online)
• Texto Completo: https://ojs.ufgd.edu.br/index.php/Raido/article/view/16391
• topic: Formação continuada colaborativa; Gêneros do discurso; mediação; Collaborative continuing education; Speech genres; Mediation

This text is organized around the theme Continuing Collaborative Training of teachers, focusing, more specifically, on the work with discursive genres in the teaching of Portuguese Language, within which we aim to reflect on the process of Collaborative Continuing Education developed with teachers of the 3rd, 4th and 5th year of Elementary School – early years. We base ourselves, theoretically and methodologically, on the Historical-Cultural Theory when considering the human being’s learning process; in the Dialogical Conception of Language, in defense of the teaching of the Portuguese Language from the discursive genres; and in Magalhães (2004, 2011), Liberali (2004), Pimenta (2005), Costa-Hübes (2008), among others, to address teacher education, more specifically, Collaborative Continuing Education. We demonstrate, through a reflective report, the results of an experience lived during a doctoral research in Applied Linguistics developed from 2017 to 2020, in the Programa de Pós-Graduação em Letras da Universidade Estadual do Oeste do Paraná. Supported by the interpretivist qualitative approach, guided by the principles of critical-collaborative action research, the data generated proved that this process corroborated individual and social transformations, through interdiscursive interactions, which refracted and reflected a responsible position, valued in the learning situation discourse of Portuguese language teaching, that is, in the formation of subjects who have their own words and produce counterwords. This demonstrates that investment in teacher training can indeed (re)signify actions in the classroom, as it makes it possible to rethink practice, combining it with theoretical principles.