O agir educacional nas representações de professores com formação recente sobre as práticas de planejamento de ensino da escrita.

Abstract

This study focuses on the practices of planning for the teaching of writing involving newly-graduated teachers of the Modern Languages course in the Federal University of Campina Grande, and has the following objectives: a) to describe and analyze the way(s) of planning the teaching of writing by graduate teachers from the course in reference; and b) to correlate the ways(s) of planning with constraining elements of school practices ( teacher education, school organization, work conditions, among others). The corpus of analysis is composed of responses to a questionnaire applied with three newly-graduated teachers and two extracts of didactic sequences they developed and implemented in an elementary education classroom, as part of a required activity for a discipline in the Specialization Course in the area of Mother Tongue Teaching. The main results show, on the one hand, strong convergence/harmonization between the representations of teacher-students and recent methodological concepts/guidelines for the teaching of writing; on the other hand, there is the presence of individual practices of planning, without repercussions on the transformation of crystallized practices present in the basic education context.