SANTOS, C. G.; http://lattes.cnpq.br/3805268064004770; SANTOS, Cícero Gabriel dos.
Resumen:
The discussion we present in this dissertation aims to think about the relation
between the theoretical and methodological perspective to the writing teaching in a
LDP collection and its adaptations performed by Portuguese language teacher, in
the writing teaching practice. Two research objects were approached (a collection
of textbooks of Portuguese language, the selection and the use of that material
and also the teachers´ speech of the municipal teaching of a country city in the
state of Paraíba ) on a qualitative-interpretative perspective. We had recoursed to
two empiric data collection instruments – a questionnaire and a semi-structured
interview – to comprehend and describe the focused situation. In order to perform
this study, we elaborated an epistemological interdisciplinary questionnaire, with
contributions of the interface of the sciences of language and education: in the first
theoretical part, based on the conception/discourses´ table about the writing and
its teaching, proposed by Ivanic (2004), and squabbled over Figueiredo & Bonini
(2006), we will describe the new conceptions of teaching of the Portuguese
Language expressed on the PCN-LP (1998) and in the criterions to the writing
teaching evaluation phrased in the TextBooks Guide/ PNLD (2008). This moment
is culminated with the discussion of aspects referent to the action of becoming
didactic and innovation of Portuguese language, particularly in the teaching of
writing in a textbooks collection developed to the last years of the fundamental
education. In the second theoretical part, directing our attention to the research
field about the knowledge and teacher formation as well on the teacher´s work,
with theoretical support of Tardif (2002), Borges (2004) and Lessard & Tardif
(2007) we will discuss aspects related to the process of selection and use of the
LPD in the research specific context. The analysis´ results of the first research
object show that the collection of books adopted is innovative and that the
writing´s teaching combines more than one conception/discourse about writing
and its teaching. In relation to the second research object, the results prove that
the conditions of the book´s collection was marked by an insufficient term, by the
non-consideration of the TextBooks Guide and by the lack of effective participation
of the teachers on the final decision. They also present that the adaptations
realized by the teachers do not show revealing adjustments, they are
simplifications that misrepresent or discard the suggested proposals in the LPD.
Several factors interrupt the practice of the writings´s proposals, where highlight
the lack of specific formation in the Portuguese language area and the absence of
the teacher´s update graduated in Language, the teacher´s workload, the absence
of a systematic practice planning and the difficulties presented by the students
and teachers in the performing of written activities.
