Se formação docente continuada, então letramento[s] e variação linguística: uma interação necessária
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2021-03-19
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Universidade Federal de Goiás
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This dissertation intends to highlight the importance of the continuing education of the Portuguese Language teacher so that he can make a safe and efficient approach to linguistic variations and literacies in the classroom through textual genres. The current teaching focus is still centered on the study of normative grammar, which gives little value to the current and coexisting forms of language use, creating the false illusion that the language is unique for all speakers and used in the same way in any social context. This paper defends the idea that there is a linguistic diversity in the country, which cannot be silenced or underestimated, since the language in use is the plural reflection of its speakers. The objective is to awaken in teachers an educational posture aimed at improving and expanding this theme, therefore, it is postulated that there should be an investment in continuing education, in order to improve the way of addressing linguistic variation and literacies in Brazilian classrooms. As a general objective, this study intends to describe and analyze how the textbooks in the collection “Connects in the language: reading, text production and language - PNLD 2020-2023, from the 6th to the 9th years” address literacies and linguistic variation. The object of study of this research is the teaching of the Portuguese Language. The methodology used was bibliographic / documentary research, also comprising a qualitative approach. The corpus was a collection of textbooks, already referenced above, in addition to some reports containing the descriptions and adherence to courses offered by the Undergraduate Secretariat for Continuing Education for Education Professionals in the Federal District (EAPE).
The theoretical foundation is embodied in studies developed by authors such as Antunes (2003), Bagno (2007), Bakhtin (2011), Faraco and Zilles (2015), Faraco (2008), Franchi (2006), Geraldi (1997), Marcuschi (2008), Mollica (2003), Paulo Freire (1989), Rojo (2009), Ribeiro (2015), Schneuwly and Dolz (2004), Soares (2009), Travaglia (2005), among others of equal importance. It was observed in this study that the collection of textbooks examined presented a thematic and structural dialogism in face of the proposal of teaching textual genres, accepting the didactic sequences, seen in Schneuwly and Dolz (2004). The teaching of orality, however, as well as the study of linguistic variation were left in the background in the referred manuals, being overshadowed in importance and significance in the expansion of school and social literacies, as well as in the linguistic emancipation of the student. In the same collection, it was found that the normative grammar approach was limited to the random explanation of disconnected phrases of the textual genre under study in the textbook section or chapter. Based on that, propositional reflections were raised for the teaching of Language through didactic sequences, pointing out ways to improve this teaching, which took into account textual genres, literacies, linguistic variation and normative grammar in the teaching-learning process of the Portuguese language, without losing sight of the main protagonist of this linguistic scenario, the professor-researcher.
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MOURA, L. M. Se formação docente continuada, então letramento[s] e variação linguística: uma interação necessária. 2021. 368 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021.