A escrita dos professores de língua portuguesa: desvelando dizeres e saberes
This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers‟ writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have...
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| Formato: | doctoralThesis |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/19408 |
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| Resumo: | This documental research in a qualitative and interpretative nature is inserted in the field of
Applied Linguistics and its object of study is teachers‟ writing in a literacy event (public
exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008.
Overall, we have aimed to investigate the textual production of these teachers, considering
their knowledge about writing, their sayings in relation to themselves and their views on new
technologies and teaching. Specifically, we have chosen the following objectives: a)
identifying what knowledge about writing have emerged from teachers' written text; b)
analyzing the written text production of teachers, considering the knowledge they have
revealed about themselves; c) mapping the sayings of the teachers about the teaching
profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies
of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV
[1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006,
2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998;
BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective
(GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is
consisted of written texts by participants of this examination about the Writing Test, in which
they were asked to produce an opinion paper. The research has allowed us to realize that, in
relation to the writing, despite the recurring negative discourse on literacy teachers, especially
the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion
over the formal structure, particularly in respect to prototypical schema of argumentative
sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated
by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre.
The relevance of this research is justified by seeking to understand the teacher‟s writing
beyond the language system, i.e, writing as speech, assuming it as a contrapalavra
(BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and
they do so much harm to society, to the extent that foster a sense of disbelief in the
qualification of teachers' work and distrust of the social role of these professionals in the
preparation of future generations |
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