Escrever na escola: o trabalho pedagógico e a formação de alunos escritores
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Data
2013-08-05
Autores
Vieira, Karina Mayara Leite [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objeto de estudo a escrita e o ensino da escrita na escola. Tomando como referência a minha prática pedagógica no contexto de pesquisa, preocupo-me com a formação de alunos escritores e, dialogicamente, levanto algumas questões sobre a formação de professores (de língua materna). O trabalho de campo e a produção de dados foram realizados ao longo do ano letivo de 2011, em uma escola pública da rede estadual de ensino localizada no interior do Estado de São Paulo, onde lecionava como professora de língua portuguesa, titular de cargo. Os sujeitos de pesquisa eram alunos de um 8.º ano (antiga 7ª série) do Ensino Fundamental. Constituem dados desta investigação os diários pessoais e diários coletivos mantidos pelos alunos, e meu diário de campo, no qual estão registradas cenas da prática pedagógica com a turma participante da pesquisa, dentre as quais se destacam, além da proposta de escrita nos diários, a elaboração, edição e publicação de uma revista escolar. O objetivo principal desta pesquisa foi compreender como os alunos se formam escritores. A partir dessa problemática central, levantei outras questões para as quais busco, neste texto, elaborar possíveis respostas, relacionando a discussão teórica à reflexão sobre o trabalho pedagógico: o que e por que os alunos escrevem? Para que e para quem escrevem? E quando não escrevem, por que não o fazem? Quais funções são atribuídas à escrita no ambiente escolar? Em relação à formação de professores, busco compreender como eu me formo professora (de língua materna). Como ensino a língua/escrita? O que e por que ensino? O que é ensinar português a falantes de português? E, em última instância, como formar professores para formar escritores? Trata-se de uma investigação de orientação sócio-histórica (FREITAS, 2007)...
The present work has as study object the writing and teaching of writing in school. Referring to my pedagogical practice in the context of research, I am concerned with the formation of writer students and, dialogically, I raise some questions about teacher education (mother tongue). The field work and data production were performed throughout the 2011 school year, in a public school of the state education network located inland on São Paulo state, where I taught as a professor of Portuguese, office holder. The research subjects were students of a 8th year (old 7th grade) of elementary school. Data from this study are personal and collective diaries kept by students, and my diary, in which are registered scenes of pedagogical practice with the survey participant class, among which stand out, besides the written in the diaries proposal, the drafting, editing and publication of a school magazine. The main objective of this research was to understand how students graduate writers. From this central issue, I raised other questions for which I seek, in this paper, elaborate possible answers, relating the theoretical discussion with the pedagogical work reflection: what and why do students write? For what and for whom do they write? And when they don‘t write, why not do it? Which functions are assigned to the writing in the school environment? Regarding the teacher training, I try to understand how I graduate myself a teacher (mother tongue). How do I teach the language / writing? What and why do I teach? What is teaching Portuguese to Portuguese native speakers? And, in the last instance, how to prepare teachers to form writers? This is an investigation of socio-historical orientation (FREITAS, 2007), a perspective that considers research as a process, the researcher as part of this process, the studied subjects and their... (Complete abstract click electronic access below)
The present work has as study object the writing and teaching of writing in school. Referring to my pedagogical practice in the context of research, I am concerned with the formation of writer students and, dialogically, I raise some questions about teacher education (mother tongue). The field work and data production were performed throughout the 2011 school year, in a public school of the state education network located inland on São Paulo state, where I taught as a professor of Portuguese, office holder. The research subjects were students of a 8th year (old 7th grade) of elementary school. Data from this study are personal and collective diaries kept by students, and my diary, in which are registered scenes of pedagogical practice with the survey participant class, among which stand out, besides the written in the diaries proposal, the drafting, editing and publication of a school magazine. The main objective of this research was to understand how students graduate writers. From this central issue, I raised other questions for which I seek, in this paper, elaborate possible answers, relating the theoretical discussion with the pedagogical work reflection: what and why do students write? For what and for whom do they write? And when they don‘t write, why not do it? Which functions are assigned to the writing in the school environment? Regarding the teacher training, I try to understand how I graduate myself a teacher (mother tongue). How do I teach the language / writing? What and why do I teach? What is teaching Portuguese to Portuguese native speakers? And, in the last instance, how to prepare teachers to form writers? This is an investigation of socio-historical orientation (FREITAS, 2007), a perspective that considers research as a process, the researcher as part of this process, the studied subjects and their... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Literacy, Alfabetização, Lingua portuguesa - Estudo e ensino, Pratica de ensino, Língua portuguesa - Português escrito, Professores - Formação
Como citar
VIEIRA, Karina Mayara Leite. Escrever na escola: o trabalho pedagógico e a formação de alunos escritores. 2013. 119 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Instituto de Biociências de Rio Claro, 2013.