Planejamento do ensino de língua portuguesa no estágio supervisionado de letras: as articulações entre os eixos.

Abstract

The competences of reading, producing texts and analyzing language have been the focus of many studies in education, especially in language teaching. This is because the teaching and learning dimensions are complex and unique. In order to deal with these two dimensions, it is in the supervised internship that the student must associate theoretical knowledge with classroom experience. In order to organize the actions and objectives, in addition to trying to predict particularities to minimize the unforeseen events, the trainee must prepare the planning, an activity through which the parameters, goals and methods of a teaching period are established. In this Thesis discusses the importance of teaching Portuguese Language with a focus on genre and on the articulations between the axes of reading, linguistic analysis, and writing. The guiding questions of the research were: 1) How do undergraduate students in internship understand the planning of teaching? 2) How do they plan the work of teaching Portuguese? 3) How is the articulation between the axes of this teaching? The general objective of the research was to investigate the articulation between the axes of language teaching in lesson plans developed by students in supervised internship in the course of Letras - Portuguese Language. As specific objectives, the research intended to: 1) Confront the conception(s) of teaching planning underlying the words of these trainees in the teaching plans and reports they wrote. 2) Compare the conception(s) of teaching of the axes of the Portuguese Language underlying the words of these trainees in their respective teaching plans and reports. 3) To verify if there is articulation in the plans and how it occurs among the teaching axes. The theoretical bases are interdisciplinary, and are constituted by two fields: 1. the educational field, bringing together contributions from general didactic studies, with emphasis on the notion of teaching planning (VASCONCELLOS, 2002, LUCKESI, 2011, LIBÂNEO, 2013; MENEGOLLA; SANT'ANNA, 2014), and from studies on initial teacher training, with emphasis on the supervised internship, a curricular component of the undergraduate degree (FILHO, 2001, DIDONE, 2007); 2. field of applied studies with emphasis on language didactics (DOLZ, 2016; RAFAEL, 2019) and on the teaching of Portuguese Language in basic education (FRANCHI, 1987, GERALDI, 1997, TRAVAGLIA, 2001, BEZERRA; REINALDO, 2019). The methodological procedures for data collection and generation were semi-structured interviews with three undergraduates of Letras - Portuguese Language, enrolled in the curricular component Supervised Internship; collection of teaching plans and individual reports of supervised internship. The results of the analysis show that, although the collaborators belong to the same educational institution, they have different views about the relevance of planning as a praxeological writing, revealing a certain incoherence between the conception of planning expressed in the interview and the one manifested in the plans and reports. The results show the tendency of the trainees to approach the practices of reading and linguistic analysis, and to distance themselves from the practice of writing and its articulation with linguistic analysis.