Prática de correção em atividades de ensino de português.

Abstract

Correction, together with planning and evaluation, materialize as important actions of teacher making. Serafini (1988) characterizes this teaching practice as the set of interventions made by the teacher in the student's production, and this production can be written, oral, or even in the reading axis. Therefore, corrective action is based on the teacher's interference in the student's activity. In this way, we demarcamos that this research will start from the observation of the correction in the three axes of mother tongue teaching: reading, textual production (oral and written) and linguistic analysis. The understanding of the correction is therefore made from the interventions of an instructional, regulatory, interactional, and instructional nature, that focus on the most distinct objects of language teaching. The guiding question for this research was: Which correction practices are developed in Portuguese language teaching at the basic level? This questioning led us to list as a general objective, to recognize the practice of correction as a school activity of Portuguese language teaching. In order to reach this objective and answer this question, we set specific objectives that seek to: a) identify the situations of language teaching in which the correction is used, b) analyze the ways of making correction and tools used during corrective practice, and c) and the situations of occurrence of the correction to the objects of teaching of Portuguese language. The main theoretical axes that guided this work are related to the social practices of teaching and to the pedagogical activities of teaching of language. In this paper, we present the results of the study of language paradigms (MORAES, 1997, GADOTTI, 2000, BEHRENS and FLACH, 2008) and more specifically language teaching (KOCH, 1997, Bentes 2001, OLIVEIRA and WILSON, 2017) as well as of the evaluation and correction in the teaching of Portuguese Language (LUCKESI, 2011, SUASSUNA, 2012, MARCUSCHI, 2004, ZABALA, 1998). It is also part of our theoretical scope related to the activities and tasks of mother tongue teaching (MATÊNCIO, 1999, DOLZ, 2016 & LINO DE ARAÚJO, 2017). In order to collect data, we observed the classes of three elementary school teachers, who worked in schools of the state education network in the state of Paraíba, to record such classes, we made audio recordings, reports in a research journal with the perception of researcher about the phenomena experienced, and applied a questionnaire. From the analysis we understand that the correction remains, reestablishes, and reconfigures, whether in previous situations, simultaneous or subsequent to the accomplishment of the activity. Presenting in different ways: specific and situated from the request of the student, general and shared, from the planning of the teacher, or still situational from the teacher's perception in acting before the teaching situation. When we analyze such situations and modes in relation to the different teaching objects, we perceive that the teacher considers the nature of the teaching object by articulating different modes of correction, dazzling and articulating these objects in function of the intended teaching objectives. In this way, the correction is one of the main teaching tools, which interacts, dialogues and agency contextualized teaching practices and of a criticalreflexive nature.