A refacção de textos dissertativos de professores indígenas de Roraima e o papel da mediação da escrita
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Data
2020-09-29
Autores
Rabelo, Jairzinho [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Roraima é um estado que se caracteriza pela grande presença de povos indígenas. São 10 etnias espalhadas por seu território e 9 línguas faladas fluentemente. Neste contexto, a educação escolar indígena sempre representou o resultado da luta e da organização dos índios. Das diversas conquistas, a formação dos professores indígenas é uma das que mais se destaca, pois alcançar a formação superior específica foi e é uma reivindicação constante. A investigação se justifica pela carência de estudos na área do aprender e do aprender a ensinar a produção textual junto aos professores indígenas de Roraima. Sua base teórica principal é o Interacionismo Sócio Discursivo de Bronckart (2006, 2009) e a Sequência Didática e Mediação de Dolz e Scheneuwly (2010). O objetivo geral foi analisar em que medida o processo de refacção textual do gênero dissertativo contribui para melhoria de textos de professores indígenas, a partir da observação das suas dificuldades, da forma como acontece a refacção, da compreensão de elementos de interculturalidade presentes em seus textos e do desenvolvimento da mediação da escrita. Ele nasceu das nossas experiências em diversas atividades como: cursos, oficinas e palestras e da nossa trajetória de apoio às organizações indígenas. O objeto da pesquisa é o processo de refacção de textos produzido por professores indígenas e a mediação da aprendizagem da produção textual. O estudo é uma pesquisa-ação de abordagem qualitativa, os dados foram coletados no “curso de produção e refacção de textos dissertativos para professores indígenas”, com carga horária de 60h e a participação de 19 professores indígenas das etnias Makuxi e Wapichana. Estudar o tema da refacção textual de professores indígenas possibilita demonstrar a capacidade deles em produzir textos de qualidade. A abordagem da pesquisa é qualitativa e considerada uma pesquisa-ação. Resultam desta pesquisa o fortalecimento da formação dos professores indígenas, com um embasamento essencial para o trabalho com produção e refacção de textos em sala de aula.
Roraima is a state characterized by the large presence of indigenous peoples. There are 10 ethnic groups distributed throughout its territory and 9 languages spoken fluently. In this context, indigenous school education has always represented the result of the struggle and organization of the Indians. Of the various achievements, the training of indigenous teachers is one of the ones that stands out the most, because achieving specific higher education has been and is a constant claim. The research is justified by the lack of studies in the area of learning and learning to teach textual production with indigenous teachers in Roraima. Its main theoretical basis is Bronckart’s Socio-Discursive Interactionism (2006, 2009) and the Didactic Sequence and Mediation by Dolz and Scheneuwly (2010). The general objective was to analyze the extent to which the process of textual refaction of the dissertation genre contributes to the improvement of texts by indigenous teachers, based on the observation of their difficulties, the way in which the refaction happens, the understanding of elements of interculturality present in their texts and the development of writing mediation. It emerged from our experiences in various activities such as: courses, workshops and lectures and from our track record of supporting to indigenous organizations. The object of the research is the process of refaction of texts produced by indigenous teachers and mediating the learning of textual production. The study is a researchaction with a qualitative approach, the data were collected in the “course of production and refraction of dissertation texts for indigenous teachers”, with a 60-hour workload and the participation of 19 indigenous teachers of the Makuxi and Wapichana ethnic groups. Studying the theme of textual refaction of indigenous teachers makes it possible to demonstrate their ability to produce quality texts. The research approach is qualitative and considered a research-action. The result of this research is the strengthening of the training of indigenous teachers, with an essential basis for working with the production and refaction of texts in the classroom.
Roraima is a state characterized by the large presence of indigenous peoples. There are 10 ethnic groups distributed throughout its territory and 9 languages spoken fluently. In this context, indigenous school education has always represented the result of the struggle and organization of the Indians. Of the various achievements, the training of indigenous teachers is one of the ones that stands out the most, because achieving specific higher education has been and is a constant claim. The research is justified by the lack of studies in the area of learning and learning to teach textual production with indigenous teachers in Roraima. Its main theoretical basis is Bronckart’s Socio-Discursive Interactionism (2006, 2009) and the Didactic Sequence and Mediation by Dolz and Scheneuwly (2010). The general objective was to analyze the extent to which the process of textual refaction of the dissertation genre contributes to the improvement of texts by indigenous teachers, based on the observation of their difficulties, the way in which the refaction happens, the understanding of elements of interculturality present in their texts and the development of writing mediation. It emerged from our experiences in various activities such as: courses, workshops and lectures and from our track record of supporting to indigenous organizations. The object of the research is the process of refaction of texts produced by indigenous teachers and mediating the learning of textual production. The study is a researchaction with a qualitative approach, the data were collected in the “course of production and refraction of dissertation texts for indigenous teachers”, with a 60-hour workload and the participation of 19 indigenous teachers of the Makuxi and Wapichana ethnic groups. Studying the theme of textual refaction of indigenous teachers makes it possible to demonstrate their ability to produce quality texts. The research approach is qualitative and considered a research-action. The result of this research is the strengthening of the training of indigenous teachers, with an essential basis for working with the production and refaction of texts in the classroom.
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Palavras-chave
Refacção de textos, Mediação da escrita, Gênero textual dissertativo, Professores indígenas