Representações sobre o ensino do texto argumentativo significadas em diários reflexivos

Abstract

The theoretical and ideological activity of meticulously examining the process of continuous development for language teachers is present in the written verbalization of class journals. Following and inserting myself in such perspective, the objective of this study is discussing considerations which were perceived and registered throughout a school semester in reflexive journals, during the execution of a writing workshop project (REICHMANN, 2013; TÁPIAS-OLIVEIRA, 2013; ZABALZA, 1994), with a first-year high school class in the educational institution where I work as a Portuguese language teacher. Therefore, this research critically investigates my thoughts, my representations, and my observations, expressed through writing, which resulted from my didactic actions, undertaken in a process of continuous training. The journals constitute the data source in this investigation, which has qualitative characteristics. The data will be interpreted according to the study of argumentation, the meaning capabilities, and the Theme-Oriented Segments (TOS) and Thematic Treatment Segments (TTS) (BRONCKART, 2012; BULEA, 2010; CRISTOVÃO, 2013; SCHNEUWLY; DOLZ, 2011). This study should evidence and discuss my teaching evolution, in relation to the fundamentals of this research, considering the continuous training of teacher-researcher and pedagogical intervention which runs through sociodiscursive interactionism. The investigation can lead me to understanding my thought, my behavior as a teacher-researcher, and the pedagogical constructions on which I support myself. As such, what was felt and lived in the school environment, and registered in those writings can contribute to my continuous training, as well as for other teachers in training, and possibly, it makes me try to reach stimuli of improvement for my action as a teacher.