Concepções de linguagem e ensino em projetos participantes do prêmio Mestres da Educação.

Abstract

An important issue for mother tongue teaching is how the teacher conceives language, as this significantly changes its posture in language teaching process. Educational projects, while methodological proposal can be a place of observation and language teaching concepts. In this sense, this research has as main objective to analyze the concepts of language that emerge in the projects that joined in the award Masters of Education (2013-2014-2015) developed by teachers of Elementary school, Middle school and High school of three state schools in Sousa / PB. The specific objectives are: to analyze whether these projects effectively promote school literacy, to verify that these projects favor the mother tongue teaching based on genres, to check whether such proposals take as their starting point and arrival social practice. Methodologically, this research is qualitative and quantitative, descriptive of the analytical document type. The results show that projects that adopt a social and interactive conception of language and a productive teaching language based on the work with text genres promote literacy, as well as the absence of this conception denies students the real knowledge of the uses and operation effective language.