Os gêneros textuais como objeto de ensino em cursos de pedagogia.

Abstract

The progressive variations in the concepts of Mother Tongue teaching and textual genres teaching lead us to reflect on the discrepancies that involve the formation of the pedagogue person and its performance in Early Childhood Education and Elementary School. Based on this context and other concerns that have arisen throughout our professional activity, we have asked: What place do textual genres occupy in the curriculum of Pedagogy courses at public universities in Paraiba? What implications does this curriculum bring to the pedagogues formation and their teaching practices? Looking for to answer these investigative questions, we have established as a general objective: Investigate the curricular configuration of the language area in Pedagogy courses, observing the place that the teaching of textual genres occupies in the formation of the pedagogue. And as specific objectives: To map, discuss the organization and curricular orientation of the language area in Pedagogy Courses, taking as a reference the socio-interactionist perspective of language and its approach to textual genres; To analyze the textual genres taken as an object of teaching in Pedagogy Courses of public universities and finally; Discuss the implications of the curriculum from the perspective of teaching textual genres for the education of pedagogues and their teaching practices. So, this is a documental research, whose analysis focused on curricular documents (Pedagogical Course Project (PPC) and course programs in the Language area) of three Pedagogy Courses from public institutions in Paraíba. To support our analysis, we used as a theoretical reference: Giroux (1987); Freire (1982); Saviani (2010); Arroyo (2011), Gatti (2016); Silva (2007); Bronckart (2006); Costa-Hubes (2012); Marcuschi (2014); Ribeiro (2014); Schneuwly; Dolz (2004), among others. The results point out contradictions and implications: on the one hand, there is the formation of the pedagogue, where the area of language and the teaching of genres occupy a small space in the course curriculum; on the other hand are the contemporary paradigms of literacies and the new curricular guidelines, among them the National Common Curricular Base (BNCC), which consider textual genres as an object of teaching, which requires teachers to master theories and processes of didactic genres capable of forming critical readers, text producers and competent language users. The negligence has observed in relation to the area of language and genres as a teaching object in Pedagogy courses denotes a deficient training, with possible consequences in teaching practices that may also compromise the linguistic competences of students with regard to the mastery of genres that circulate in different social spheres.