Trabalho docente no programa desafio nota 1000: entre prescrições e propostas de intervenção.

Abstract

Teaching work is guided by tasks and prescriptions that are often defined by planners, that is, by an institutional hierarchy (AMIGUES, 2004). Thus, programs and projects, for example, can be determined by third parties. In the context of teaching in the state network of Paraíba, the teacher's work is based on some programs, such as the Desafio Nota 1000 program. In this dissertation work, we have as an object of investigation the teaching of written production, proposing, from this teaching context, to answer the following question: What is the relationship between the prescriptions of the Desafio Nota 1000 program that guide the teacher's work and the proposals of intervention for teaching essay writing in a large-scale exam? To answer the question presented, we considered what was proposed in the guidelines of the investigated program and what was done by the teacher in relation to the teaching of written production. For this, we seek to analyze documents made available by the program that guide their work, in comparison with their actions, as well as texts produced by teachers about their own work, as is the case of the interviews carried out in this research. That said, as a general objective, we seek to investigate the work of the Portuguese Language teacher in the context of text production in the Desafio Nota 1000 program. Specifically, we aim to: 1) Identify the prescriptions that guide the teaching action regarding the teaching of written production; 2) Analyze the guidelines provided for directing the teacher's work in the first and second seasons of the program; 3) To verify the relationships between the prescribed work and that performed by the Portuguese Language teacher in the context of the Desafio Nota 1000 program. Our research was based on studies of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008;), an interdisciplinary theory based on Vygotskian theory, which is also part of studies on language, which constitutes a guiding factor for human development. Furthermore, our work also establishes a relationship with the work sciences (MACHADO, 2007; SOUZA E SILVA, 2003; AMIGUES, 2004) and is supported by considerations on teaching writing (BUNZEN, 2006; GUEDES, 2009; KOCH; ELIAS, 2009; ANTUNES, 2003; GERALDI, 2006). Methodologically, this study is situated within the scope of Applied Linguistics studies ((MOITA LOPES, 2006; 2009), following a qualitative approach (PRODANOV; FREITAS, 2013), because its natural environment is a direct source for data collection, interpretation of phenomena and attribution of meanings; and it also corresponds to an exploratory study, given its novelty character to be investigated and its greater familiarity with the problem, making it explicit (PRODANOV; FREITAS, 2013). As a data generation tool, we conducted semistructured interviews with five Portuguese language teachers from the Paraíba state education network who participated in the highlighted program, as well as analyzing documents of two natures, namely: the writing proposal and guidance guides. The results indicate that there are prescriptions for the teacher's action, which are textualized in the Desafio Nota 1000 program materials, as well as in the testimonials of collaborating teachers. The established relationship accommodates a text model due to institutional interests. Furthermore, it was possible to verify the interventional nature of the context of teaching written production, in which it is up to teachers to comply with the proposed guidelines, even if the actions taken contradict their own perspectives of teaching writing.