Do advento à proposta: a didatização da análise linguística em documentos parametrizadores para o ensino médio.

Abstract

This dissertation deals with the didactization of theoretical and methodological approach to linguistic analysis in two parametrizadores documents: OCEM (BRAZIL, 2006) and RCEM-PB (PARAÍBA, 2007) through its pedagogical discourse guidance and prescription for educational contexts of Native language. It is proposed as a general objective to contribute to the study of linguistic analysis, while teaching axis, with the scope (s) concept (s) appear (s) in parametrizadores documents. The specific objectives aims to: (1) Unveiling the underlying concept of AL to the studied documents. (2) Identify what knowledge AL are didatizados in parametrizadores documents in ideologically constructed. The methodology undertaken is characterized as qualitative and interpretative, within a Applied linguistic critic and indisciplinary (MOITA LOPES, 2013), through a documentary research. The main theoretical basis are the Didactic Transposition of concepts (CHEVALLARD, 1991; RAFAEL, 2001; LEITE, 2007) and Recontextualizing Teaching (BERNSTEIN, 1996; MAINARDES; STREMEL, 2010; LEITE, 2007), as well as the theoretical framework for describing the object of analysis (GERALDI, 1984, 1991, 1996) with a view to achieving the defined objectives. The analysis results show that the documents articulate the proposed linguistic analysis to new theories prevailing in the decade of its publication and that didactization of the structural aspects are engendered in three dimensions: political, linguistic and pedagogical. These discursively materialize into four linguistic resources to transform the academic field to the school field, namely, paraphrase, analysis, clarification and erasure. The data also indicate that these principles are constituted by the demands of Neoliberal ideology that can put the teacher-reader in a place of outdated by the demands of: didactic autonomy, subject of accountability and state exaltation. This data, it is concluded here while researchers immersed in Applied Linguistics, which despite a didaticidade the proposal, there is not an enlightening dialogue between teacher-reader and parametrizadores documents, due to construction of textual pedagogical discourse while academic discourse, demanding a reorganization of actions and methodologies used in the dissemination of these documents parametrizadores in order not to limit its guidelines / provisions to the text. Thus, it takes more than make documents available to teachers, but also conduct courses that allow study them, which can be discussed and shared in these forums for discussion, allowing development of strategies / actions for teaching. We also believe that the dissemination of this research in academia raise interest in other research that allows the subject in order to publicize it and allows it achievable in high school. Finally, signaled for a more critical construction of the subject teacher who dialogue with parametrizadores documents in their initial training contributing to a reflective teaching practice.