Trabalho com texto ou com gênero?: reflexões sobre o ensino da Língua Portuguesa

Abstract

This research, of a qualitative nature, conducted in Applied Linguistics and Mother tongue, LA and LM, has a view on a project of pedagogical intervention, called "Intensivão", which I organized and coordinated for two consecutive years. This project aimed to contribute to the Portuguese language knowledge of the students of the initial years of basic education, once the school verified the students difficulties in understanding, interpreting and analyzing texts in their own language. Therefore, it was necessary for the school to (re) organize to find new perspectives and possibilities for solving this problem. The proposal of work during the project was that teachers used the various textual / discursive genres found in students' domestic, social and school practices, since in the first cycle and in the second cycle of the initial years the National Curricular Parameters (BRASIL, 1997, 1998) of Portuguese Language, LP PCN, and the Basic Basic Curriculum of Elementary School years: literacy and complementary cycles, CBC / EF (MINAS GERAIS, 2015), predict a didactic method organized from several textual / discursive genres. Based on this experience, the objective of this research is to understand and discuss the perceptions of the teaching of textual / discursive genres and / or texts reported by teachers during the Intensivão project in a municipal public school in the South of Minas Gerais, as well as the possible meanings they construct during the process. The theoretical-methodological framework is based on Social Interactionism (REGO, 2013, ROMERO, 1998; VYGOTSKY, 2002). The presuppositions of Discourse Partner Interactionism, ISD, and teaching through text (BRONCKART, 2012). In the concepts of textual / discursive genres and in teaching through textual / discursive genres (SCHNEUWLY; DOLZ, 2004). In language skills (CRISTOVÃO, 2005, 2007; CRISTOVÃO; STUTZ, 2011, 2013, 2015). In Applied Linguistics and Teacher Training of Mother Tongue (KLEIMAN, 2001, 2006, 2008, 2013; 2013; KLEIMAN; GRANDE, 2015). Concerning the guiding laws of Brazilian and Minas Gerais education, among them the Portuguese Language NCP (BRASIL, 1997, 1998); The CBC / EF (MINAS GERAIS, 2015). For this study, the corpus of analysis is composed of questionnaires answered by the participants of the Intensive project of the year 2015 and by the daily plans of these same teachers. The results of this study allow us to conclude that there was a greater concern in bringing to the classroom activities that provided analysis from the survey of students' previous knowledge to the interpretation of oral and written texts, which points to an approach to teaching through texts, Rather than by means of texts the linguistic act is performed, which designates the linguistic reality that is constituted of localized language practices. Discursive Thus, this research reveals teaching through text as a textbook under the nomenclature of teaching by means of textual / discursive genres. Also, it is understood with this research the various ways in which teachers constructed the possible meanings, ranging from the interpersonal to the intrapersonal, as well as the need for interaction and mediation for personal transformations, with a view to meaningful learning.