A ressignificação das práticas interacionais e linguísticas na sala de aula de língua portuguesa

Abstract

This study, developed in PROFLETRAS - FALE / UFJF, is linked to the macro project “Portuguese Language Teaching – from Teacher Education to the Classroom” (MIRANDA, 2014), It conceived, methodologically, as a participatory action research (MORIN, 2004) it has an interventional nature. Consisted of two stages, they are a diagnostic stage and interventional stage. The investigative locus is a classroom of Portuguese Language in the city of Valença, RJ. The subjects of research are 25 students from 9th grade. Marked by lack of motivation and apathy, conflict, disorganization, disintegration of relationships and violence, this class was facing a human environment not conducive to the learning process. The diagnosis made by the teacher-researcher was complemented by student discourse gotten through a report of school experience. This student discourse (MIRANDA and BERNARDO, 2013; MIRANDA and LIMA, 2013) was analysed based on Frames Semantic (FILLMORE, 1982) and lexicographical project FrameNet (www.framenet.icsi.berkeley.edu). For the hermeneutic exercise was used in other fields of knowledge such as Sociology (BAUMAN, 2001, 2011) and Evolutionary Anthropology (TOMASELLO, 1999). To face this reality, we establish the resignification of "classroom scene" in order to make it conducive to target literacy goals determined as the main goal. Main pillars of the intervention process, we pointed out the construction of the School Environment by equating between the Authority and Authorship (ARAÚJO, 1999; LA TAILLE, 1999; AQUINO, 1998, 1999, 2014; GUZZONI, 1995), School Climate (DOLZ and SCHNEWLY, 2004; MIRANDA, 2005, 2014; TOGNETTA and VINE, 2008; ARAÚJO, 1996, 2004, 2007; LA TAILLE, 2009) youth participation (COSTA and VIEIRA, 2006) and Learning. The authors that support of the proposals of Reading and Writing are SOLÉ (1998); KOCH (2002); MIRANDA (2006); ROJO (2009); KLEIMAN (2009); GERALDI (2012). The intervention is structured in two interdependent projects: 1. "Rebuilding the scene of learning", 2. "Combining new teaching technologies to curriculum of Portuguese Language". The first one focused on the creation of a physical and human environment conducive to teaching and learning process. The second one, in turn, focused on the building of more challenging language teaching practices to the teacher and the student, in order to awaken, in the latter, the stimulus for learning. From the interventionist route it was possible to resignified the school setting, through the rebuilding of interactional relations with the creation of a social pact. Through the resignification of the roles of the subjects, the effective teaching and learning process can be effected it was built on the principles of cooperation, co-responsibility and respect. Rebuilt the school scene, we organized activities reading and writing practices that had modeling (MIRANDA, 2006) as the central foundation. In particular, the authorship of action and protagonism of the teacher-researcher resulted in recovery of its authority, favoring their teaching goals of literacy.