Os conflitos do professor em relação à gramática e à sua transposição didática: análises de um material didático, uma aula e uma entrevista
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Data
2021-02-25
Autores
Viani, Renan Bernardes
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Universidade Estadual Paulista (Unesp)
Resumo
O objetivo central da presente pesquisa é identificar os principais conflitos de uma professora de escola pública brasileira em relação à transposição didática da gramática a partir da análise de uma aula, do material didático usado em aula — uma apostila — e de uma entrevista em que a professora comenta fragmentos de sua aula. Com isso, damos continuidade aos estudos do grupo ALTER-FIP (HERNANDES-LIMA, 2020; VOLTERO, 2018; ABREU-TARDELLI, 2017a), pautados no quadro teórico-metodológico do grupo ALTER (MACHADO, 2010), que visa compreender e desenvolver o trabalho docente, unindo aportes do Interacionismo Sociodiscursivo (BRONCKART, 2006, 2008, 2009; BRONCKART; MACHADO, 2004; MACHADO; BRONCKART, 2009), da Didática de Línguas (BRONCKART; SCHNEUWLY, 1991) e da Clínica da Atividade (CLOT, 2006, 2010). Os dados desta pesquisa compreendem: o vídeo de uma aula sobre um tópico gramatical escolhido pela docente; o vídeo de uma entrevista de autoconfrontação simples; e o material didático usado na aula registrada (SÃO PAULO, 2014). Ambas as gravações em vídeo provêm do projeto intitulado “Da formação continuada à formação inicial: uma intervenção no ensino (da gramática) da língua portuguesa”, aprovado pelos Editais 2014 e 2015 do Programa Núcleos de Ensino da UNESP (ABREU-TARDELLI; SILVA-HARDMEYER, 2016). A realização da entrevista seguiu o procedimento de autoconfrontação simples (CLOT, 2006, 2010), método em que, na presença de um interventor, o docente comenta fragmentos da filmagem de sua própria aula. Para a análise do prefácio e texto de orientação do material didático, realizamos a construção de seu plano global de conteúdos temáticos, presente no modelo do folhado textual de Bronckart (2009). Analisamos o roteiro de aula proposto no material didático e a aula filmada adotando a ferramenta da sinopse (SCHNEUWLY; DOLZ; RONVEAUX, 2006; CORDEIRO, 2015), ou seja, sintetização de sequências de ensino que possibilita evidenciar a organização hierárquica e linear da transposição didática realizada em aula, movimento que constitui o processo de construção e transformação do objeto ensinado. O critério para o recorte da entrevista foi a identificação dos fragmentos em que emergem textualmente os aspectos conflituosos que constituem tanto os objetos de ensino em si, concebidos pela docente como gramaticais, quanto o trabalho em classe com a transposição didática de tais objetos. Para a análise da entrevista, adotamos o modelo do folhado textual (BRONCKART, 2009). Em relação ao material didático e à aula, os resultados mostram que, embora seja apresentada, na introdução da apostila, uma abordagem de gramática associada ao nível textual, a transposição didática proposta na apostila e na aula concebe os objetos gramaticais como termos vinculados a definições pré-estabelecidas, articulados a um saber-fazer descontextualizado do nível textual. Em relação à entrevista, os resultados mostram que o procedimento de autoconfrontação nos possibilitou verificar os conflitos em relação a não seguir a lógica sequencial prescrita no material didático, conseguir despertar o interesse do aluno e evitar ensinar a gramática como uma memorização sem sentido.
The main objective of this study is to identify the main conflicts of a Brazilian public school teacher in relation to the didactic transposition of grammar, based on the analyses of a class, the material used in class — a textbook — and an interview in which the teacher comments on fragments of her class. With this, we continue the studies of the ALTER-FIP group (HERNANDES-LIMA, 2020; VOLTERO, 2018; ABREU-TARDELLI, 2017a), based on the theoretical-methodological framework of the ALTER group (MACHADO, 2010), which aims to understand and develop teacher work, bringing together contributions from Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009; BRONCKART; MACHADO, 2004; MACHADO; BRONCKART, 2009), Language Didactics (BRONCKART; SCHNEUWLY, 1991) and the Activity Clinic (CLOT, 2006, 2010). The data from this research comprise: a video of a class on a grammatical topic chosen by the teacher; the video of a simple self-confrontation interview; and the textbook used in the recorded class (SÃO PAULO, 2014). Both video recordings come from the project entitled “From continuing education to initial education: an intervention in the teaching (of grammar) of the Portuguese language”, approved by the 2014 and 2015 Public Notices of UNESP Teaching Core Program (ABREU-TARDELLI; SILVA- HARDMEYER, 2016). The interview followed the simple self-confrontation procedure (CLOT, 2006, 2010), a method in which, in the presence of an intervener, the teacher comments on fragments of the footage of her own class. For the analysis of the preface and guidance text of the textbook, we carried out the construction of its global plan of thematic contents, present in the analysis model of Bronckart (2009). We analyzed the class script proposed in the textbook and the filmed class adopting the synopsis tool (SCHNEUWLY; DOLZ; RONVEAUX, 2006; CORDEIRO, 2015), that is, the synthesis of teaching sequences that makes it possible to highlight the hierarchical and linear organization of the didactic transposition carried out in class, a movement that constitutes the process of construction and transformation of the object taught. The criterion for the selection of interview fragments was the identification of the extracts in which conflicting aspects emerge textually insofar they constitute both the teaching objects themselves, conceived by the teacher as grammatical, and the class work with the didactic transposition of such objects. For the analysis of the interview, we adopted the textual model proposed by Bronckart (2009). Regarding the textbook and the class, the results show that, although an approach to grammar associated with the textual level is presented in the introduction of the textbook, the didactic transposition proposed in the textbook and in the class conceives grammatical objects as terms linked to pre-established definitions, articulated to a know-how decontextualized from the textual level. Regarding the interview, the results show that the self-confrontation procedure allowed us to verify the conflicts in relation to not following the sequential logic prescribed in the textbook, managing to arouse the student's interest and avoiding teaching grammar as a meaningless memorization.
The main objective of this study is to identify the main conflicts of a Brazilian public school teacher in relation to the didactic transposition of grammar, based on the analyses of a class, the material used in class — a textbook — and an interview in which the teacher comments on fragments of her class. With this, we continue the studies of the ALTER-FIP group (HERNANDES-LIMA, 2020; VOLTERO, 2018; ABREU-TARDELLI, 2017a), based on the theoretical-methodological framework of the ALTER group (MACHADO, 2010), which aims to understand and develop teacher work, bringing together contributions from Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009; BRONCKART; MACHADO, 2004; MACHADO; BRONCKART, 2009), Language Didactics (BRONCKART; SCHNEUWLY, 1991) and the Activity Clinic (CLOT, 2006, 2010). The data from this research comprise: a video of a class on a grammatical topic chosen by the teacher; the video of a simple self-confrontation interview; and the textbook used in the recorded class (SÃO PAULO, 2014). Both video recordings come from the project entitled “From continuing education to initial education: an intervention in the teaching (of grammar) of the Portuguese language”, approved by the 2014 and 2015 Public Notices of UNESP Teaching Core Program (ABREU-TARDELLI; SILVA- HARDMEYER, 2016). The interview followed the simple self-confrontation procedure (CLOT, 2006, 2010), a method in which, in the presence of an intervener, the teacher comments on fragments of the footage of her own class. For the analysis of the preface and guidance text of the textbook, we carried out the construction of its global plan of thematic contents, present in the analysis model of Bronckart (2009). We analyzed the class script proposed in the textbook and the filmed class adopting the synopsis tool (SCHNEUWLY; DOLZ; RONVEAUX, 2006; CORDEIRO, 2015), that is, the synthesis of teaching sequences that makes it possible to highlight the hierarchical and linear organization of the didactic transposition carried out in class, a movement that constitutes the process of construction and transformation of the object taught. The criterion for the selection of interview fragments was the identification of the extracts in which conflicting aspects emerge textually insofar they constitute both the teaching objects themselves, conceived by the teacher as grammatical, and the class work with the didactic transposition of such objects. For the analysis of the interview, we adopted the textual model proposed by Bronckart (2009). Regarding the textbook and the class, the results show that, although an approach to grammar associated with the textual level is presented in the introduction of the textbook, the didactic transposition proposed in the textbook and in the class conceives grammatical objects as terms linked to pre-established definitions, articulated to a know-how decontextualized from the textual level. Regarding the interview, the results show that the self-confrontation procedure allowed us to verify the conflicts in relation to not following the sequential logic prescribed in the textbook, managing to arouse the student's interest and avoiding teaching grammar as a meaningless memorization.
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Palavras-chave
Gramática e ensino, Transposição didática, Conflito, Trabalho docente, Grammar and teaching, Didactic transposition, Conflict, Teacher work