Level of literacy of the teacher: implications for the work with genre in the classroom
| Autor(a) principal: | |
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| Data de Publicação: | 2010 |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Linguagem em (Dis)curso (Online) |
| Texto Completo: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269 |
Resumo: | The present work discusses the level of literacy of Portuguese teachers at the public schools of Santa Catarina State measured from their reading and writing texts belonging to the genre of the social sphere of the teacher’s work. The guiding question refers to the teacher’s difficulty for didactically transposing theory to practice by means of reading the state’s official text on education (the Proposta Curricular of Santa Catarina). The research is based on theories of literacy by Soares (1998, 2001), Kleiman (1995), Rojo (1998, 2000, 2002), Leite (2001), among others, and on the Bakhtinian notion of discourse genre, as it has been discussed by Rodrigues (2000, 2001), Rojo (2002) and Schneuwly (s.d). The analyzed corpus resulted from a question related to genres and textual types made to four teachers of the Escola de Educação Básica Dom Joaquim de Braço do Norte, Santa Catarina. From the results it was possible to conclude that the level of literacy of teachers of Portuguese is not sufficient for them to understand and discuss that chapter related to the Portuguese Language in the above mentioned text; at least not enough to constitute reflexive practices in their professional routine from what has been proposed to them. There is a total lack of planning classes that deal with textual genres in the Course Plans of the teachers researched. None of the teachers were able to tell the difference between genre and textual type. |
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Level of literacy of the teacher: implications for the work with genre in the classroomNivel de letramientos del profesor: implicaciones para el trabajo con el género textual en la claseNiveau d’alphabétisation du professeur: implications dans le travail avec le genre textuel en salle de classeNível de letramento do professor: implicações para o trabalho com o gênero textual na sala de aulaLiteracyGenreTextual typesReadingLetramientoGénero del discursoTipo textualLecturaAlphabétisationGenres du discoursType textuelLectureLetramentoGêneros do discursoTipo textualLeituraThe present work discusses the level of literacy of Portuguese teachers at the public schools of Santa Catarina State measured from their reading and writing texts belonging to the genre of the social sphere of the teacher’s work. The guiding question refers to the teacher’s difficulty for didactically transposing theory to practice by means of reading the state’s official text on education (the Proposta Curricular of Santa Catarina). The research is based on theories of literacy by Soares (1998, 2001), Kleiman (1995), Rojo (1998, 2000, 2002), Leite (2001), among others, and on the Bakhtinian notion of discourse genre, as it has been discussed by Rodrigues (2000, 2001), Rojo (2002) and Schneuwly (s.d). The analyzed corpus resulted from a question related to genres and textual types made to four teachers of the Escola de Educação Básica Dom Joaquim de Braço do Norte, Santa Catarina. From the results it was possible to conclude that the level of literacy of teachers of Portuguese is not sufficient for them to understand and discuss that chapter related to the Portuguese Language in the above mentioned text; at least not enough to constitute reflexive practices in their professional routine from what has been proposed to them. There is a total lack of planning classes that deal with textual genres in the Course Plans of the teachers researched. None of the teachers were able to tell the difference between genre and textual type.El presente trabajo objetiva presentar el nivel de letramiento del profesor de portugués de la escuela pública de Santa Catarina a partir de la lectura y escrita de textos pertenecentes al género de la esfera social del trabajo docente. La cuestión norteadora se refiere a las dificultades de la transposición didática por el profesor, de la teoría a la práctica, por la lectura que hace del texto oficial de la educación en el estado (la Propuesta Curricular de Santa Catarina ). La investigación se fundamenta en teorías del letramiento de Soares (1998, 2001), Kleiman (1999), Rojo (1998, 2000, 2002), Leite (2001), entre otros, y en la noción de género del discurso bakhtiniana, como fue discutida por Rodrigues (2000, 2001), Rojo (2002) y Schnuwly (s.d.). El corpus analisado resultó de la aplicación de una pregunta sobre géneros y tipos textuales al cuadro de profesores de la Escuela de Educación Básica Dom Joaquim de Braço do Norte, Santa Catarina. Se constató, con la investigación, que el nivel de letramiento del profesor de portugués no es suficiente para que él comprenda y discuta el capítulo referente a la Lengua Portuguesa del documento en cuestión, por lo menos al punto de constituir prácticas reflexivas en su cotidiano profesional a partir de lo que le viene siendo propuesto. Hay ausencia total de planeamiento de clases que contemplen los géneros textuales en lo Planes de Curso de los profesores investigadores. Tales profesores , también no conseguiron, en su totalidad, diferenciar género de tipo textual.Ce travail a comme objectif présenter le niveau d’alphabétisation de l’instituteur de portugais de l’école publique de Santa Catarina à partir de la lecture et de l’écrit de textes appartenant au genre du domaine social du travail professoral. La question qui se pose se réfère à la dificulté de transposition didatique par le professeur, de la théorie à la pratique, par la lecture qu’il fait du texte officiel de l’éducation dans l’État (la Proposition Curriculaire de Santa Catarina). La recherche est fondée dans les théories de l’alphabétisation de Soares (1998, 2001), Kleiman (1995), Rojo (1998, 2000, 2002), Leite (2001), parmi d’autres, et dans la notion de discours bakhtinien, selon la discussion de Rodrigues (2000, 2001), Rojo (2002) et Schneuwly (s.d.). Le corpus analysé est le résultat d’une question qui fut posée sur les genres et les types textuels à quatre formateurs de l’École de l´Educação Básica Dom Joaquim de Braço do Norte, Santa Catarina. On a pu constater que le niveau d’alphabétisation du professeur de portugais ne suffit pas pour qu’il puisse comprendre et discuter le chapitre relatif à la Langue Portugaise du document en question, au moins dans la mesure de constituer des pratiques réflexives dans son quotidien professionnel à partir de ce que lui est proposé. Il y a une absence totale de projets de cours qui considèrent les genres textuels dans les Plans de Cours de ces formateurs dont les travaux furent rechechés. Em outre, ces professeurs ne furent pas capables de faire la différence entre genre et type textuel.O presente trabalho objetiva apresentar o nível de letramento do professor de português da escola pública de Santa Catarina a partir da leitura e escrita de textos pertencentes aos gêneros da esfera social do trabalho docente. A questão norteadora refere-se à dificuldade da transposição didática pelo professor, da teoria à prática, pela leitura que faz do texto oficial da educação no estado (a Proposta Curricular de Santa Catarina). A pesquisa fundamenta-se em teorias do letramento de Soares (1998, 2001), Kleiman (1995), Rojo (1998, 2000, 2002), Leite (2001), entre outros, e na noção de gênero do discurso bakhtiniana, como foi discutida por Rodrigues (2000, 2001), Rojo (2002) e Schneuwly (mímeo). O corpus analisado resultou de aplicação de uma pergunta sobre gêneros e tipos textuais a quatro professores da Escola de Educação Básica Dom Joaquim, de Braço do Norte, Santa Catarina. Constatou-se, com a pesquisa, que o nível de letramento do professor de português não é suficiente para que ele compreenda e discuta o capítulo referente à Língua Portuguesa do documento em questão, pelo menos ao ponto de constituir práticas reflexivas no seu cotidiano profissional a partir do que lhe vem sendo proposto. Há ausência total de planejamento de aulas que contemplem os gêneros textuais nos Planos de Curso dos professores pesquisados. Tais professores, também não conseguiram, em sua totalidade, diferenciar gênero de tipo textual.Silvânia Siebert2010-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269Linguagem em (Dis)curso; Vol. 4 No. 2 (2004); p. 349-370Linguagem em (Dis)curso; v. 4 n. 2 (2004); p. 349-3701982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269/283Dela Justina, Eliege Wernke Niehuesinfo:eu-repo/semantics/openAccess2010-09-28T14:16:57Zoai:portaldeperiodicos.animaeducacao.com.br:article/269Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2010-09-28T14:16:57Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false |
| dc.title.none.fl_str_mv |
Level of literacy of the teacher: implications for the work with genre in the classroom Nivel de letramientos del profesor: implicaciones para el trabajo con el género textual en la clase Niveau d’alphabétisation du professeur: implications dans le travail avec le genre textuel en salle de classe Nível de letramento do professor: implicações para o trabalho com o gênero textual na sala de aula |
| title |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| spellingShingle |
Level of literacy of the teacher: implications for the work with genre in the classroom Dela Justina, Eliege Wernke Niehues Literacy Genre Textual types Reading Letramiento Género del discurso Tipo textual Lectura Alphabétisation Genres du discours Type textuel Lecture Letramento Gêneros do discurso Tipo textual Leitura |
| title_short |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| title_full |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| title_fullStr |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| title_full_unstemmed |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| title_sort |
Level of literacy of the teacher: implications for the work with genre in the classroom |
| author |
Dela Justina, Eliege Wernke Niehues |
| author_facet |
Dela Justina, Eliege Wernke Niehues |
| author_role |
author |
| dc.contributor.author.fl_str_mv |
Dela Justina, Eliege Wernke Niehues |
| dc.subject.por.fl_str_mv |
Literacy Genre Textual types Reading Letramiento Género del discurso Tipo textual Lectura Alphabétisation Genres du discours Type textuel Lecture Letramento Gêneros do discurso Tipo textual Leitura |
| topic |
Literacy Genre Textual types Reading Letramiento Género del discurso Tipo textual Lectura Alphabétisation Genres du discours Type textuel Lecture Letramento Gêneros do discurso Tipo textual Leitura |
| description |
The present work discusses the level of literacy of Portuguese teachers at the public schools of Santa Catarina State measured from their reading and writing texts belonging to the genre of the social sphere of the teacher’s work. The guiding question refers to the teacher’s difficulty for didactically transposing theory to practice by means of reading the state’s official text on education (the Proposta Curricular of Santa Catarina). The research is based on theories of literacy by Soares (1998, 2001), Kleiman (1995), Rojo (1998, 2000, 2002), Leite (2001), among others, and on the Bakhtinian notion of discourse genre, as it has been discussed by Rodrigues (2000, 2001), Rojo (2002) and Schneuwly (s.d). The analyzed corpus resulted from a question related to genres and textual types made to four teachers of the Escola de Educação Básica Dom Joaquim de Braço do Norte, Santa Catarina. From the results it was possible to conclude that the level of literacy of teachers of Portuguese is not sufficient for them to understand and discuss that chapter related to the Portuguese Language in the above mentioned text; at least not enough to constitute reflexive practices in their professional routine from what has been proposed to them. There is a total lack of planning classes that deal with textual genres in the Course Plans of the teachers researched. None of the teachers were able to tell the difference between genre and textual type. |
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2010 |
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2010-09-28 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269 |
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https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269 |
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por |
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por |
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https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/269/283 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Silvânia Siebert |
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Silvânia Siebert |
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Linguagem em (Dis)curso; Vol. 4 No. 2 (2004); p. 349-370 Linguagem em (Dis)curso; v. 4 n. 2 (2004); p. 349-370 1982-4017 reponame:Linguagem em (Dis)curso (Online) instname:Universidade do Sul de Santa Catarina (UNISUL) instacron:UNISUL |
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Universidade do Sul de Santa Catarina (UNISUL) |
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UNISUL |
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UNISUL |
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Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL) |
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