Alfabetização e gêneros textuais : uma análise das práticas docentes no âmbito do pró-letramento de Mato Grosso
Data
2013-02-22
Autores
Santos, Márcia Ormonde Portela dos
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Universidade Federal de Mato Grosso
Resumo
This research started with the concern related to teachers’ continuing education and the
increase of new methodologies in the classroom work, more specifically in literacy. Its main
goal, ProLiteracy, implemented by MEC (Ministry of Education and Culture) in 2005, in
partnership with the municipal taeching network in the municipality of Rondonópolis, State of
Mato Grosso, in the year 2010, has effectively contributed for the increase of new
methodologies in the teachers’ pratices, mostly in their work with genres in literacy. The
theoretical framework of this study involves the concepts of literacy following the perspective
by Soares (2000; 2004; 2006), Kleiman (2008), Cardoso (2000; 2003; 2008), Mortatti (2004),
among others, as well as the conceptions of language in the perspective of genre theory by
Bakhtin (1997; 2010), and in the teaching reinterpretations of the theme by theoreticians such
as Dolz and Schneuwly (2004), Marcuschi ([2002]; 2005; 2008;). The research presents as
methodological procedures the qualitative analysis of the data, based on etnographical
research. Thus, according to André (1995), the researcher must approach people, places,
situations, for a limited time in order to keep direct contact with the object of study. Besides
that, the environment, testimonies, dialogues description are characteristic of this type of
research, and the data collected must be rebuilt as words and verbatim (literal transcription) of
the testimonies, dialogues and interviews. In that order, the field research lasted throughout
the second semester in 2011, with the observation of the classes by three research subjects,
literacy teachers, who joined the ProLiteracy continuing education training in 2010, offered
by the Municipal Education Board, and herein one subject who belongs to the first, another
one to the second and the other to the third phase or stage of the first cycle, respectively.
Besides the classes observation and semi structured interviews, initial and final ones,
document analyses were carried out, in order to catch the dynamics of the pedagogical
practice and establish relationships between the orientations of the ProLitercay program and
the work with writing, developed by the subjects of the research, related to the theme genres.
The interview analysis carried out enables us to say that the teachers consider the ProLitercay
Program, and some other programs designed for literacy teachers, of fundamental importance
for the improvement of quality in the educational field. Besides that, the teachers let show, in
their practices, teaching procedures that are intimately related to orientations that are part of
the material that belong to the ProLiteracy Program, which suggest to the literacy teacher a
more meaningful work with the use of the language in real situations, literacy-related,
materialized by means of activities with the genres. Another aspect to be highlighted is that
there is a variety of genres that are used in the observed literacy classrooms, with an
increasing progression in terms of quantity; from the first to the third phase or stage, however,
the way this process is carried out depends on internal factors of the school (projects inserted
in the PPP in every unity), along with teachers’ knowledge as individuals.
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Citação
SANTOS, Márcia Ormonde Portela dos. Alfabetização e gêneros textuais: uma análise das práticas docentes no âmbito do pró-letramento de Mato Grosso. 2013. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2013.