Reconfiguração do conhecimento sobre produção de texto: da linguística à prática da sala de aula.

Abstract

The knowledge produced in the ambit of scientific reference suffer transformations in the extent of the teaching. Understanding those transformations as a process that is established in several instances of (re) production of knowledge, we established as investigation objectives: a) describing the process of reconfiguration of the knowledge about the text and the conditions of text production in a manual for educational formation; and b) analyzing the process of appropriation of the knowledge about text and conditions of text production by a student-teacher in her pedagogic practice. The course of the investigation, reason of thinking of the contemplation of the ambits involved in the process of didactic reconfiguration of the referred knowledge, in the specific field of the knowledge about text and conditions of text production, it happens in the continuum: scientific reference → teaching formation → classroom practice. The study inserts itself in the methodology of the research-action and in the descriptive – interpretative analysis of data. The classroom data, created in pedagogic practice of a participant subject in a course of continuous formation, a case study is configured. The first theoretical presupposed that reaches the investigation is the notion of didactic transposition of knowledge inserted in the discussion of the dual theory - application. The second presupposed concerns the of didactics resources used for the retextualization of the scientific knowledge in didactic speech for teaching formation. The third theoretical presupposed refers to the relationship between the knowledge of teaching formation and its use in pedagogic actions of the researched subject. As a result of the investigation in the extent of the instrument for the teaching formation, we point out that the didactic speech of the analyzed manual has as reader – pattern the teacher without specific formation in the language field, that is why it was used repeated didactics resources to assure the dialogue with the teacher in formation and guarantee the understanding of the scientific knowledge rearranged in the manual. In relation to the investigation accomplished in the extent of the classroom, we verified that the subject of the investigation (student-teacher participant in the continuous formation - AP) tends to amalgamate the text conceptions and conditions of text production that occurred of the popularization instances and spread scientific, as well as of her educational professional formation. We also verified that AP, when trying to innovate her practice of text teaching and conditions of text production supported in the demands of innovation of text study and of mother language teaching, based on Textual Linguistics, matches terminologies that comes from the demands with terminologies found in the available sources in her daily professional life, with Portuguese text book.