Sequência didática: análise do procedimento na Olimpíada de Língua Portuguesa Escrevendo o Futuro.

Abstract

Aiming to achieve a pleasant basic education, the Ministry of Education (MEC), linked to other institutions, has been developing school educational activities which have improved teaching in all the country, as for example, the Portuguese Language Olympics Writing the Future (OLPEF). This action aims to contribute to the teachers’ training and also gives support them by educational materials, such as Teachers’ notebook, in procedures, strategies and guidance activities for teachers are presented in order that they may mediate the process of teaching and learning and also reading and writing texts production of genres (poetry, literary memories, essays). In this context, this study chooses as the object of research suggested by OLPEF for seventh years of elementary school teaching sequence and seeks to answer the following questions: 1) What are the steps of writing adopted by the SD procedure OLPEF? 2) What are the adjustments made by the teachers during the implementation of the proposed SD? and 3) What are the impacts of the changes proposed in performing this procedure? These questions guide the following main objective: to analyze this proposal and its application in relation to the methodology of the text in the genre of "literary memoir," through the specific items: a) Describe the steps of the procedure proposed in OLPEF SD; b) Describe the implementation steps of the procedure carried out by teachers in workshops proposed in the Teachers’ collection, the second Olympics c) Evaluate the adequacy and / or additions made by teachers in the implementation of SD. The theories used in this study are represented by contributions from sociointeracionists’ studies, like Bronckart (1999); Dolz, Noverraz and Schneuwly (2004); National Curricular Parameters - NCP (2001) and Portuguese Language Olympics Writing the Future (2014). This is a descriptive-interpretative qualitative research which corpus consisted of two data sets, namely: 1) The SD in OLPEF and 2) procedure observation of classes taught by teacher who joined to the OLPEF. For the data analysis, the "modules" contained in the "Teacher's Notebook", from which we describe and interpret the effectiveness of this procedure used by the teacher. The results related to the first objective of the research show that the four moments are contemplated SD: presentation of the situation, initial production modules (workshops) and final production. Furthermore, the second objective, we noted that the teacher works simply proposed activities in the Teacher's Notebook and only makes use of the general approach that leads to the PLO - the production of a text which genre is specified for each two years of schooling. The third objective, we note that adjustments were made to the modules (workshops), which resulted in significant subtractions proposed activities or even a visible superficiality of them. Despite of the rich and varied work with textual genres used by SD, we recognize that the delay in the distribution of material, the unfamiliarity of the teacher, and especially students with the genre in question, created difficulties adaptations that work in short time available.