Ações de formação continuada e seus reflexos na sala de aula: o trabalho com os gêneros discursivos

Abstract

The theme of this research turns to continuous education actions and their reflections on working with the discursive / textual genres and involved Portuguese-speaking teachers in the early years of elementary school, who participated in 100% of a process of continuing education offered by the Y city, located in western Paraná, from 2007 to 2012. The study was sustained theoretically in Applied Linguistics and methodologically, consisted in a qualitative research and interpretative document analysis. Its purpose was to contribute to the process of continuing education in the municipality under study, by answering the following questions: How is the teachers' working practice of the 5th year of the Y municipal elementary school with the discursive / textual genres in the classroom after participate 100% of the specific HR process? This practice refracts knowledge arising from this FC? It reveals that FC offered was sufficient or needs to be taken up with greater depth? Thus, the overall objective was to establish relationships between the theoretical and practical reflections on the discursive / textual genres afforded during FC actions in Portuguese and the didactic-pedagogic forwarding teachers of the 5th year of elementary school in working with gender in the room of class. In response to questioning and the proposed objective, we used the materials (documents) used in the process of continuing education, which was made available by teachers and by the Municipal Education, analyzed official documents guiding LP of education, was applied if questionnaires to subjects involved, was interviewed teachers who participated in 100% of the training process in LP and observed teaching practice these teachers, focusing attention on working with the discursive / textual genres. In light of the interactional conception of language, supported by theoretical as Bakhtin (1997; 2003), Bakhtin / Voloshinov (2003), Geraldi (1984; 1991), in dialogue with the sociodiscursivo interacionist of Bronckart (2003), Dolz, Noverraz and Schnewly (2004), Marcuschi (2003; 2008), among others, looked to the National Curriculum Parameters (BRAZIL, 1997; 1998), the State Guidelines LP of Education in Basic Education (Paraná, 2008) and the Basic Curriculum Municipal Public School (AMOP, 2010) and considered the data generated during the search. The results revealed that 120 hours of continuing education in LP offered by the investigated county was important to sustain the proposed work with the genres in the classroom as it was diagnosed, research, the interest of teachers by this form work and the effort to drive the LP classes that perspective. On the other hand, it became clear that the training process was not sufficient to guarantee the theoretical and methodological support necessary to teaching with the discursive / textual genres. Observed shortcomings in the implementation of SD, proposed by Dolz, Noverraz and Schneuwly (2004), adapted by Costa Hübes (2008), approved in the curriculum of Basic Municipal Public School (AMOP, 2010), as methodological approach in teaching with discursive / textual genres.