Configurações da prática do ensino de língua portuguesa no plano nacional de formação de professores da educação básica - PARFOR - Brasil
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2017-03-02
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Esta tese de doutoramento tem como premissa básica apresentar a pesquisa
realizada no curso de Letras˗Português, no Programa Nacional de Formação dos
Professores da Educação Básica ˗ PARFOR, no âmbito da CAPES/Brasil, instanciado
na Universidade Estadual de Feira de Santana˗Ba. Esta investigação teve como sujeitos
de estudo 37 professores da rede pública, que lecionam Língua Portuguesa no Ensino
Fundamental II e Médio, por meio das dimensões da interação verbal da linguagem dos
sujeitos no exercício de suas práticas linguísticas para transitar pelos diversos espaços
socioculturais e educativos.
Este estudo científico analisou a necessidade de os professores-cursistas
estabelecerem a transposição didática dos conhecimentos sobre Língua Portuguesa
adquiridos na universidade e aplicados em suas salas de aula. Nesta investigação, optouse
por apresentar, inicialmente, o cenário da educação no Brasil que está em
movimento, no sentido de vincular a luta de classe pela transformação das condições
sociais de vida dos indivíduos, marcadas por uma realidade de desumanização e
exclusão social no meio educacional. Nesse sentido, o professor tem o papel de
desenvolver o ensino reflexivo dessas práticas, que vai além do conteúdo programático,
pois envolve momentos de reflexão da realidade que o circunda, possibilitando
oportunidades de problematização e discussão a respeito de dos saberes que trabalha, o
qual permite uma atitude crítica diante dos fatos da língua.
O trabalho e as experiências sociais no meio integram o currículo, constituem os
conteúdos vivenciais básicos da ação educativa e põem o sujeito no centro do processo.
Nessa linha de raciocínio, os professores-cursistas participantes desta pesquisa
acreditam na experiência coletiva como elemento de uma aprendizagem crítica e
dialética que busca a proposta da socialização do saber, a valorização da cultura, bem
como o diálogo para um aprofundamento científico e aprimoramento desses saberes em
vista da transformação do meio e dos próprios docentes que aprendem. A realidade da
prática educativa, particularmente aquela que ocorre nas escolas públicas de Educação
Básica, deve ser o ponto de partida para o desenvolvimento das atividades curriculares
na formação profissional básica e continuada.
A formação dos licenciados do Curso de Letras-PARFOR, com qualidade
técnico-profissional, deve se estruturar na teoria sociointeracionista da linguagem, com
base em processos de literacia dos professores, para que estes possam reconstruir os
seus conhecimentos, sua própria identidade e consciência reflexiva docente, na
interação permanente com os sujeitos, fora e dentro dos espaços educativos de
aprendizagem.
O percurso metodológico desta pesquisa baseou-se na perspectiva qualitativa,
com aspectos quantitativos e etnográficos, pautado na coleta e análise de dados, por
meio do marco teórico da Análise do Discurso, bem como, parcialmente, no aporte da
Análise de Conteúdo. Por meio desta investigação foi possível ampliar os princípios que
estruturam o Curso de Letras-PARFOR, com base no agir e no pensar dos professorescursistas
em formação, posto que o ato de lembrar e narrar possibilita ao sujeito
reconstruir experiências, refletir sobre mecanismos formativos, bem como criar espaços
para uma compreensão da sua própria prática em sala de aula. Constatou-se que os
respondentes desta investigação cumpriram os objetivos e as questões norteadoras deste
estudo, em dimensões diferenciadas, a considerar a apropriação linguístico-didática de
cada professor-cursista.
Os resultados e conclusões obtidos delinearam diversas habilidades linguísticas
como fator de interação humana, na formação de professores, o que torna relevante a
função da Língua Portuguesa, no tocante à abordagem interacionista da linguagem e de
interação verbal nos momentos de construção textual, com vistas a intercambiar um
processo de ensino e aprendizagem que redimensione o aspecto pluridimensional do
conhecimento e das práticas educativas geradoras de sentidos, por meio da transposição
didática em sala de aula, no Curso de Letras do PARFOR.
This PhD dissertation has as basic premise to present the research carried out in the course of Portuguese Language, in the National Program for the Training of Teachers of Basic Education ˗ PARFOR, within the scope of CAPES / Brazil, instanced at the State University of Feira de Santana˗Ba. This research had as study subject’s 37 teachers of the public network, who teach Portuguese Language in Primary and Secondary Education, through the dimensions of the verbal interaction of the language of the subjects in the exercise of their linguistic practices to cross the diverse social culture and educational spaces. This scientific study analyzed the need for the student’s teachers to establish the didactic transposition of the knowledge about Portuguese Language acquired in the university and applied in their classrooms. In this research, we chose to present, initially, the scenario of education in Brazil that is in motion, in the sense of linking the class struggle to the transformation of the social conditions of life of individuals, marked by a reality of dehumanization and social exclusion in the Educational environment. In this sense, the teacher has the role of developing reflexive teaching of these practices, which goes beyond the programmatic content, since it involves moments of reflection of the reality that surrounds it, allowing opportunities for problematization and discussion about the knowledge that works, which Allows a critical attitude towards the facts of language. The work and social experiences in the middle integrate the curriculum, constitute the basic experiential contents of the educational action and put the subject at the center of the process. In this line of reasoning, the professors-students participating in this research believe in the collective experience as an element of a critical and dialectical learning that seeks the proposal of the socialization of knowledge, the appreciation of culture, as well as the dialogue for a scientific deepening and improvement of these knowledge In view of the transformation of the environment and of the teachers themselves. The reality of educational practice, particularly that occurring in public primary schools, should be the starting point for the development of curricular activities in basic and continuing vocational training. The training of graduates of the Course of Letters-PARFOR, with technical and professional quality, should be structured in the socio-interactionist theory of language, based on teachers' literacy processes, so that they can reconstruct their knowledge, their own identity and reflective awareness In the permanent interaction with the subjects, outside and within the educational spaces of learning. The methodological course of this research was based on the qualitative perspective, with quantitative and ethnographic aspects, based on the collection and analysis of data, through the theoretical framework of Discourse Analysis, as well as partially, in the contribution of Content Analysis. Through this research it was possible to expand the principles that structure the PARFOR Letters course, based on the action and thinking of the teacher-trainees in formation, since the act of remembering and narrating enables the subject to reconstruct experiences, reflect on formative mechanisms. As well as create spaces for an understanding of your own classroom practice. It was found that the respondents of this research fulfilled the objectives and the guiding questions of this study, in different dimensions, to consider the linguistic-didactic appropriation of each student teacher. The results and conclusions obtained have outlined several linguistic abilities as a factor of human interaction, in the formation of teachers, which makes relevant the function of the Portuguese Language, in relation to the interactionist approach of language and verbal interaction in moments of textual construction, with a view to exchange a process of teaching and learning that reshapes the multidimensional aspect of knowledge and educational practices that generate sense, through the didactic transposition in the classroom, in the PARFOR Letters Course.
This PhD dissertation has as basic premise to present the research carried out in the course of Portuguese Language, in the National Program for the Training of Teachers of Basic Education ˗ PARFOR, within the scope of CAPES / Brazil, instanced at the State University of Feira de Santana˗Ba. This research had as study subject’s 37 teachers of the public network, who teach Portuguese Language in Primary and Secondary Education, through the dimensions of the verbal interaction of the language of the subjects in the exercise of their linguistic practices to cross the diverse social culture and educational spaces. This scientific study analyzed the need for the student’s teachers to establish the didactic transposition of the knowledge about Portuguese Language acquired in the university and applied in their classrooms. In this research, we chose to present, initially, the scenario of education in Brazil that is in motion, in the sense of linking the class struggle to the transformation of the social conditions of life of individuals, marked by a reality of dehumanization and social exclusion in the Educational environment. In this sense, the teacher has the role of developing reflexive teaching of these practices, which goes beyond the programmatic content, since it involves moments of reflection of the reality that surrounds it, allowing opportunities for problematization and discussion about the knowledge that works, which Allows a critical attitude towards the facts of language. The work and social experiences in the middle integrate the curriculum, constitute the basic experiential contents of the educational action and put the subject at the center of the process. In this line of reasoning, the professors-students participating in this research believe in the collective experience as an element of a critical and dialectical learning that seeks the proposal of the socialization of knowledge, the appreciation of culture, as well as the dialogue for a scientific deepening and improvement of these knowledge In view of the transformation of the environment and of the teachers themselves. The reality of educational practice, particularly that occurring in public primary schools, should be the starting point for the development of curricular activities in basic and continuing vocational training. The training of graduates of the Course of Letters-PARFOR, with technical and professional quality, should be structured in the socio-interactionist theory of language, based on teachers' literacy processes, so that they can reconstruct their knowledge, their own identity and reflective awareness In the permanent interaction with the subjects, outside and within the educational spaces of learning. The methodological course of this research was based on the qualitative perspective, with quantitative and ethnographic aspects, based on the collection and analysis of data, through the theoretical framework of Discourse Analysis, as well as partially, in the contribution of Content Analysis. Through this research it was possible to expand the principles that structure the PARFOR Letters course, based on the action and thinking of the teacher-trainees in formation, since the act of remembering and narrating enables the subject to reconstruct experiences, reflect on formative mechanisms. As well as create spaces for an understanding of your own classroom practice. It was found that the respondents of this research fulfilled the objectives and the guiding questions of this study, in different dimensions, to consider the linguistic-didactic appropriation of each student teacher. The results and conclusions obtained have outlined several linguistic abilities as a factor of human interaction, in the formation of teachers, which makes relevant the function of the Portuguese Language, in relation to the interactionist approach of language and verbal interaction in moments of textual construction, with a view to exchange a process of teaching and learning that reshapes the multidimensional aspect of knowledge and educational practices that generate sense, through the didactic transposition in the classroom, in the PARFOR Letters Course.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Literacia , Formação de professores , Língua portuguesa , Ensino/aprendizagem , PARFOR