Letramento escolar: atividades de escrita na aula de língua materna e suas relações com a formação docente

• Autor(a) principal: Silva, Fabio Pessoa da
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/6444
• topic: Ensino-aprendizagem; Língua Materna; Letramento; Gêneros Textuais; Formação; Professor; Teaching-learning; Mother Tongue; Lettering; Textual Genres; Formation; Teacher; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The teaching-learning process of mother tongue should be seen as a continuous process and accomplished by the use of different texts, for reading and for production. The school lettering is the opportunity that the student has in the school to develop his linguistic abilities and, mainly, textual. As the texts are organized in the form of genres of texts, these should be adopted as object of study/teaching, once they materialize the language actions imputable to an agent-producer, social and historically delimited, always in a social-interactional vision of the language. Those language actions suffer influences of the production contexts and they correspond to the speakers' communicative needs, in a certain social-discursive formation and they interfere directly in the textual production that is the linguistic materialization of those actions. Based on this theoretical-methodological perspective, the present study had for general objective to observe the activities of writings developed by the teachers in the classes of mother tongue, taking for base their educational formation concerning to the teaching in the perspective of the lettering. For this, we have selected six teachers who work in public and private schools and we gave them a questionnaire containing questions about the lettering practices that they develop in classroom, in other words, the writing activities that they provide to the students. We also questioned them about their educational formation. Ally to all this, we observed four classes of each one of the participant teachers in order to confront the speeches with the school practice and we wanted to analyze in a more consistent way all the information collected in the research. Those analyses explained in this text are orientated by the Social-discursive Interaction (from now SDI) and by theoretical reflections that show the need of a school teaching of mother tongue in the perspective of the lettering.