Formação continuada de professores : aportes teórico-metodológicos da análise linguística na perspectiva de gênero

Abstract

This dissertation aimed to analyze the impact of teacher training on Linguistic Analysis (LA) from a gender perspective in the construction and execution of a didactic sequence in a 6th grade class from a public school in the Municipality of Garanhuns. The question of research that we seek to investigate is the following: How continued formations taught by this research contributed to the teaching practice of the participating teacher, from the creation and the application of a didactic sequence on text production from the perspective of Linguistic Analysis? The research is justified due to the fact that teachers allege difficulties in working the vertical axis of LA in relation to the axes of Reading and Writing in school, as the official documents (PCN, PCE) recommend. Therefore, this study promoted the reflection of these themes through the provision of continuous training for teachers of Portuguese Language of the Final Years of Elementary School in Southern Agreste. It is also inserted this research in the field of Applied Linguistics of interactionist conception of the language for the teaching of mother tongue. In addition, it discusses issues related to Teacher Education, based on the theoretical contributions of Perrenoud (2002), Tardif (2002), Imbernón (2009), Silva (2007) and Pimenta (2002). The studies on language (gem), gender, text and teaching are based on the theoretical conceptions of Bakhtin (1997, 2003), Marcuschi (2008) and Neves (2014). Theoretical contributions on AL and grammar mentioned here are based on the theoretical conceptions of Geraldi ([1984] 2012, 1997), Bezerra and Reinaldo (2013), Mendonça (2006), Antunes (2003) and Faraco (2008). The conceptions about text production are guided by Geraldi ([1984] 2012, 1997), Antunes (2003), among others. The studies and elaboration of the Didactic Sequence (SD) are based on Dolz, Noverraz and Schneuwly (2004), complemented by the discussions in Mendonça (2008). By focusing on the understanding of the meanings attributed by the subjects to their actions, and by dealing with a level of reality that can not be quantified, it is a qualitative research of an ethnographic nature and an action research, due to its character intervention. In this way, his methodology is based on Lakatos (2010), Lüdke and André (2013), Gil (2010), Minayo (2013), Thiollent (1986) and Xavier (2010). The corpus of the research is organized from a semi-structured interview, questionnaire response, didactic activities developed by teachers, Intervention Action Plan and SD created. Regarding the subjects of the research, we have the teachers, the trainer and the final participant teacher who elaborated and applied a SD on text production from the LA perspective. Overall, the results revealed that teachers still confuse AL teaching with grammar teaching. It has also been shown that teachers have difficulties in articulating the teaching axes of Reading, Writing and AL in relation to working with genders in school. As for the training provided by this research, they did not reach all the initial pretensions, but they strengthened the theoretical and practical discussions regarding the teaching of genres in the perspective of the LA, contributing to the teaching practice.