O agir didático instrucional de professores de língua portuguesa em orientações para a escrita de gêneros textuais.

Abstract

The current study has the objective of analyzing the didactic action revealed by Portuguese language teachers, during interventions in which they guide students in the written production of textual genres. As the study object, we delimited the didactic action of these teachers in the mentioned interventions. As specific objectives, we set: (1) to identify the didactic gestures used by teachers during guidelines for the writing of textual genres; (2) to characterize the didactic action mobilized by teachers during these orientations; (3) to interpret the themes about didactic action and didactic gestures mobilized by teachers in simple selfconfrontation sessions (SCS).To this end, we are based on the Applied Linguistics field, with a view to analyzing the use of language through social and historical situated practices (MOITA LOPES, 2006). We are also anchored in the assumptions of Sociodiscursive Interactionism, ISD, (BRONCKART, 1999, 2004, 2006, 2008, 2012) and in the Didactics of Languages, especially related to the contributions about the writing and mother tongue teachings (AEBY-DAGHÉ; DOLZ, 2008; DOLZ, 2009, 2016; DOLZ; GAGNON; DECANDIUM, 2019; SCHNEUWLY, 2009). In view of the discussions about the specificities of the teaching work and the contributions of the self-confrontation method for the reflection on this work (CLOT, 2006; LOUSADA, 2006; MACHADO, 2007; SOUZA-E-SILVA, 2004), we also consider the contributions from the Activity Clinic.This study is inserted in the qualitative paradigm of research (MINAYO, 2009), it has an interpretative nature (MOREIRA; CALEFFE, 2008) and its approach is ethnographic basis (CAVALLEIRO, 2013; MATTOS, 2011). That said, the following methodological path was organized: (1) audio recorded pretask interview; (2) monitoring and video recordings of two Portuguese language teachers’ classes; (3) SCS sessions with each participant. Thus, the corpus of this study consists of audio and video recordings produced along this route. These recordings were made with two teachers that work in the city of Campina Grande - PB, linked to Integral Citizen Schools, in high school classes. Through the reading of the data, it was possible to point out that the didactic gestures revealed by the teachers give a particular outline to the teaching sequences (TS) taught by them, revealing a path that outlines the way each teacher led students to the written production. From that, we were able to characterize the instructional didactic action, mobilized by these professionals through the teaching situations in question. Considering the themes presented by the teachers throughout the SCS sessions, we observed that the mobilization of this action was permeated by external motivations and internalized intentions of each participant. Based on this, we point out the emergence of different types of instructional didactic action: affective, reflective and normative.