Crenças sobre escrita e seus usos no processo de ensino-aprendizagem de alunos nos anos finais do ensino fundamental.

Abstract

This research contributes with the studies about beliefs in educational context, particularly in relation to the implications of these in the teaching-learning process of writing in mother language. It aims, generally, to analyze the beliefs about teaching-learning and about the use of writing demonstrated by a teacher and a group of students in the last years of elementary education, from a public school from zyPxawrvauitbsarq. poWnme lkajrieh gbfeadscebda ZinYX thWeV tUhTeSoRrQetPicOaNl McoLnKtJrIiHbuGtFioEnD oCfB A authors as Barcelos (1995; 2001; 2004; 2006; 2007; 2015), Pessoa and Sebba (2006), Pajares (1992) and Almeida Filho (2013), whom, in the range of Applied Linguistics, work with concepts of beliefs and the influence of these in the context of language teaching-learning, from the relation between beliefs, actions and contexts. Furthermore, we discuss about the importance of writing to the consolidation of literate societies (HIGOUNET, 2003; BAZERMAN, 2008) and about the didactic approaches of this language modality in the school environment (KOCH e ELIAS, 2015; ANTUNES, 2003). Based in a qualitativeinterpretative approach of research, in the range of Applied Linguistics, we realized a study case. To generate registers, we applied questionnaires in a group of students from the 6t h year of elementary education and we realized semi-structured interviews and sessions of discussions with the teacher and a group of students belonging to this same group, about beliefs, practices and usages of writing. According to the analysis, we realized that students evidence the school as the main literacy agency and the teacher as the only addressee of their writing, when they develop the writing activities proposed in the school environment. Students incorporate the beliefs about writing in which the teacher bases the teaching-learning process of writing, and they conceive it as a way to expose in the paper the linguistic knowledge acquired in the Portuguese language classes, without perceiving the social function that it assumes in literate societies. In addition, we evidence that the teacher, even presenting a recent academic education, remits to personal experiences lived as student, and during the years of contact with the professional environment, to organize her practice of work with writing and with the textual genres in classroom. The teacher's work bases on methodologies that consider the writing as a closed system, the text as a product and the textual genres separated from their social functions. We reinforce that this study promotes a reflection about the extreme necessity of frequent trainings that enable teachers to be conscious about their actions, as well as methodological alternatives and provide the use of methodologies of work with writing in a relation of agreement between their beliefs and actions.