A responsividade ativa de uma professora de língua portuguesa do Ensino fundamental: suas leituras, suas produções e sua prática

Abstract

This thesis aims to discuss and reflect about the issue of teaching reading and writing in the Portuguese Language classes, in order to verify the presence of signs of active responsive comprehension of the teacher as a reader and as a producer of texts and also, as an educator of readers and producers of texts. For that, It was used the notion of active responsive comprehension by Bakhtin (2010, 2003, 1992, 1988, 1981), and also De Certeau’s position about the ideology of consumption-receptacle and the concept of relative autonomy by Zozzoli (2010, 2006, 2002a, 2002b). We explain that this research is located within the perspective of a case study of intervention, since our purpose is to study the problem in the context of the classroom, specifically, from classes taught by one teacher of Portuguese language in a class of fifth grade in a public school in Maceió/AL. Therefore we made observation, recording, transcription of lessons and we also semi-structured interviews with the teacher. We emphasized that this research has tried to produce moments of reflection and questioning with the teacher in order, if possible, that she revises her theories and practice. Finally, we analyzed the produced texts by students, and especially the discourse of the teacher, we concluded that the learning of this work is to realize that there is a possibility to the teacher constitutes as herself as an active responsive subject gifted with an autonomy that allows her to respond and act on relatively. However, we know that this proposal is not ideal and we do not think it is, because it has never been our intention to seek easy answers and definitive solutions to the problems presented.