Concepções de professores sobre práticas de escrita em contexto de Ensino Médio Integrado.

Abstract

This research reinforces the study of writing practices developed in courses whose purpose is academic / vocational training of students, in our case, the technical education courses. We know that writing is a common practice in courses with such purposes because they require necessary activities to the curriculum, such as final paper, probation report, and research projects, among others. Furthermore, we understand that, in every field of knowledge, there is an expression of different script, considering that the areas of Humanities, Physical and Health have their peculiarities. Therefore, this study aimed to 1) identify and analyze the perceptions of teachers of specific curriculum components regarding writing practices developed in Integrated Secondary Education, (2) correlate to practices considered appropriate by the collaborating teachers with the summaries of Portuguese Language destined for high school integrated. Our corpus consists of answers to a questionnaire applied to teachers from the Federal Institute of Paraiba, Campina Grande and Sousa campus. We care in selecting teachers only of specific curriculum components, since we are interested in writing practices that contribute to the training of students. We support us in Miller (2012), Bazerman (1995, 2007, 20111) and other authors to discuss about writing as social action and approach to writing in the disciplines (WID). The results show that teachers of specific curricular components ask their students writing practices that lead them to produce knowledge in their area of knowledge. Also, we realize that the menus of Portuguese language do not show practices that drive in every year of High School Integrated, improved academic / vocational training of students in regards to writing. Finally, we conclude that is necessary a redirection in teaching writing courses in high school Integrated.