Práticas docentes na sala de aula de língua portuguesa: uma articulação entre os gêneros escolares e as atividades de letramento literário num trabalho colaborativo

Abstract

This dissertation seeks to analyze how teaching practices in high school Portuguese Language classrooms may, or may not, contribute to the teaching and learning of literature that favors, at school, the formation of readers and / or producers of texts. In this context, the classroom is considered a propitious space for the establishment of discursive production and for the strengthening of the dialogical link between language and life (BAKHTIN, 2003). Thus, the study aims to identify which teaching practices in the high school classroom maintain implications for the development of gender work; to verify how the dialogue between the reading and writing practices of students in non-school contexts happens and the genres read and or produced in the accompanied classes and to perceive the students' answers about the teacher's work with the genres contemplated in the school literacy and those included in this repertoire. For this, in the theoretical field, the research is based on the contributions of dialogic studies, represented by Bakhtin (2003, 2010), Volóchinov (2017) and Medviédev (2012), among others, in order to reflect on discourse genres, responsiveness and the teaching of language and literature; in studies on literacy (STREET, 2014; SOARES, 1998, 2003,2004; KLEIMAN, 1995, 2006, 2007; BARTON, HAMILTON, 1998; HAMILTON, 2000; ROJO, 2009), literary literacy (PAULINO; COSSON, 2009); in studies on teacher education (ANDRÉ, 2010; MARCELO-GARCÍA, 2009; TARDIF, 2011) and reflective teacher (PEPPER, 2002, 2008; LIBÂNEO; PEPPER, 1999; LIBÂNEO, 2012). This research proposal is inserted in the field of Applied Linguistics studies and follows, as a basis, the approach of qualitative research of ethnographic and collaborative nature, focusing on the construction of activities using mediator reading (BARBOSA; BARBOSA, 2013, GERALDI , 2013, VYGOTSKY, 2003) and vocalized (OLIVEIRA, 2011), together with a collaborating teacher, in the literature classes of a 2nd year high school class in a private school in the city of Maceió - AL. The fulfilled analyzes indicate the existence of significant contributions developed through the research to the teaching and learning situation in question, as well as to the formation and performance of the collaborating teacher. The use of mediator and vocalized reading contributes to the formation of reading subjects as it promotes, through the (re) discovery of the text in the classroom, the articulation between school genres, such as literary literacy and students’ responsiveness as participants in the social dialogue.