A escrita na formação inicial de docentes dos anos iniciais da educação básica: reflexões dialógicas sobre a formação de professoras elitoras e produtoras de textos e sobre o aprender para ensinar a produção textual escrita na escola

Abstract

Este trabalho de pesquisa discute a formação inicial de docentes de cursos de Pedagogia em relação a sua formação como leitoras e produtoras de textos da/na esfera acadêmica e como professoras que ensinam(rão) a produção textual escrita na escola. Seu objetivo foi compreender como as práticas mediadas pela escrita nas interações entre professores formadores e professoras em formação inicial são ensinadas e aprendidas a fim de formar docentes leitores e produtores de textos e que aprendam a ensinar a produção textual escrita nos anos iniciais da Educação Básica. A partir dos fundamentos teóricos da Teoria Dialógica do Círculo de Bakhtin e dos Estudos de Letramento, a pesquisa analisou, por meio de uma metodologia qualitativa de cunho interpretativista e ancorando-se nos pressupostos teórico- metodológicos da Análise Dialógica do Discurso, os Projetos Pedagógicos dos Cursos e os discursos dos sujeitos participantes. Participaram como sujeitos de pesquisa trinta e sete docentes formadores e cento e onze acadêmicas concluintes de três cursos presenciais de Licenciatura em Pedagogia do município de Ponta Grossa, Paraná. Os enunciados analisados mostraram discordâncias entre os discursos dos dois grupos de sujeitos. A maioria dos professores formadores afirmou realizar um trabalho de leitura e produção textual com textos de gêneros discursivos diversificados e reconheceram-se como principais interlocutores das produções textuais das alunas, realizando a revisão textual, oferecendo devolutivas e oportunidades de reescrita. Os docentes, apesar de apontarem para as dificuldades de leitura e produção escrita das estudantes, avaliaram que contribuem para a formação das futuras professoras como leitoras e produtoras de textos, bem como na sua formação para o ensino da produção textual escrita. Em sentido oposto, grande parte das licenciandas, embora se assumam como leitoras e produtoras de textos de variados gêneros discursivos de diferentes esferas de atividade humana, projetam uma imagem de acadêmicas que estão aquém das habilidades de leitura e escrita demandadas na esfera acadêmica. Elas indicam a falta de ensino intencional e sistemático na escrita e apontam que poucos docentes realizam devolutivas claras e oportunizam a prática da reescrita. Em relação à formação para o ensino da produção textual escrita, os discursos discentes afirmam que os cursos não preparam adequadamente para essa atuação devido à carga horária insuficiente na disciplina da área de Língua Portuguesa e a escassez de experiências práticas de docência. Os resultados mostraram que há desafios a serem enfrentados pelos cursos de formação inicial de professores de língua materna para os anos inicias da Educação Básica. Um deles diz respeito à formação dos formadores para o trabalho com a leitura e a escrita na esfera acadêmica, de maneira que possam concebê-las como práticas sociais de linguagem que demandam uma perspectiva dialógica de abordagem de ensino e aprendizagem. Outro desafio é a avaliação dos currículos em relação à formação na área de Língua Portuguesa nos cursos de Pedagogia, pois as acadêmicas afirmaram não aprender a ensinar a produção textual escrita durante a formação inicial.</br>

Abstract: The theme of this thesis is the production process of a school newspaper from the independent journalism perspective and its relation with critical process of teaching and learning Portuguese language. The research aims to contribute to the development of possibilities of pedagogical practices using journalistic genres different from ordinary genres postulated by mainstream media. Such genres can be formulated by other perspectives in school context to solidify a critical teaching of journalist text. This can be achieved by the revelation of power relations present in journalistic sphere, social practices and discursive genres. The aim of this research is to analyze the production process of a school newspaper developed from independent journalism perspective in a class in the final years of elementary school of a public school in Florianópolis city, in Brazil. The study was guided by the following question: \"how can a school newspaper produced from independent journalism favor a critical teaching and learning experience in the Portuguese language?? The concept of transitivity, or critical awareness, is based on Freire (1967) and can be understood as a form of dialogical and active education focused on social and political responsibility. This thesis is based on Critical Genre Analysis (CGA) (BONINI, 2010; 2013; 2017), a theoretical and methodological approach which promotes critical investigation of discourse genres in order to elucidate how genres, such as the mediatic ones, are mobilized to legitimize private discourse and ideological representations, according to institutions and groups interests (RECHETNICOU; LIMA; BONINI, 2016). Therefore, this approach articulates the concepts of: discursive genre as relatively stable forms of enunciation (BAKHTIN, 1997 [1952/53]); social practices as usual forms of action in the world (CHOULIARAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2003); and critical transitivity (FREIRE, 1967) as a way to constitute social and political consciousness. Ethnography and Participatory Research (PR) were taken as methodologies of the study. Results indicate a transitivity shift of students? texts during the text production activities for the school newspaper. In addition, the school newspaper modeled by independent and non-dominant journalism favors a critical formation of world view. Moreover, the collaboration between independent newspapers and school enables significant experiences for students in terms of critical education.This research discusses the initial training of teachers from the Pedagogy courses in relationto their training as readers and texts' producers from/in the academic sphere and as teacherswho teach (will teach) the written textual production at school. Its objective was to understandhow the mediated practices by writing, in the interactions between professors and teachers ininitial training, are taught and learned in order to train reader's and texts' producers teachersand for them, to learn how to teach written textual production in the early years of BasicEducation. Based on the theoretical foundations of the Dialogical Theory of the BakhtinCircle and Literacy Studies, the research analyzed, using a qualitative methodology ofinterpretative nature and anchoring itself on the theoretical-methodological assumptions of theDialogic Discourse Analysis, the Pedagogical Projects of Courses and the speeches of theparticipating subjects. Thirty-seven professors and one hundred and eleven students fromthree Pedagogy classroom courses in the city of Ponta Grossa/Paraná participated as subjects.The analyzed statements showed disagreements between the speeches of the two groups. Mostof the professors stated that they carried out reading and textual production with texts fromdiverse discourse genres and recognized themselves as the main interlocutors of the students'written textual productions, performing the text review, offering feedback and opportunitiesfor rewriting. The professors, despite the fact of pointing to the difficulties of the students'reading and writing production, evaluated that they contribute to the training of futureteachers as texts' readers and producers, as well as in their training for the teaching of writtentextual production. In the opposite sense, most of the teachers in initial training, althoughassuming themselves as texts' readers and producers, of various discourse genres fromdifferent spheres of human activity, projected an image of teachers who are below the readingand writing skills demanded in the academic sphere. They indicate the lack of intentional andsystematic teaching in writing and point out that few teachers provide clear feedback and theopportunity for rewriting. In relation to training for teaching written textual production, theteachers in initial training speeches state that the courses do not adequately prepare for thiskind of performance due to insufficient load in the Portuguese language area discipline andthe scarcity of practical teaching experiences. The results indicated that there are challenges tobe faced by the initial training courses for mother tongue teachers for the early years of BasicEducation. One of them concerns the training of professors to work with reading and writingin the academic sphere, so that they can conceive of them as social language practices thatdemand a dialogical perspective of teaching and learning approach. Another challenge is theevaluation of curricula in relation to training in the area of Portuguese Language in Pedagogycourses, as the teachers in initial training declared that they did not learn how to teach writtentextual production during their initial training.