Aprendizagem de língua portuguesa – promovendo a educação linguística, ética e estética

Abstract

This work is defined as a Case Study (YIN, 2001), of the participatory and interventional nature, Research-action (MORIN, 2004; THIOLLENT, 2011), developed in the scope of the Professional Master's Degree in Letters of the Federal University of Juiz de Fora -- PROFLETRAS/UFJF, whose target audience are teachers of second cycle of Elementary School from brazilian public schools. It is integrated to the macroproject "Teaching of Portuguese Language -- from teacher education to classroom" (MIRANDA, 2014, FAPEMIG CHE APQ 02584/14). It aims to promote linguistic, ethical and aesthetic education in line with the construction of a learning environment based on the categories of Student’s Leadership (COSTA E VIEIRA, 2006), Teacher’s Authorship and Authority (AQUINO, 1998, GERALDI, 2015, PRAIRAT, 2011 apud TEIXEIRA, 2014; SOARES, 2001), Cooperation Networks (NÓVOA, 2007; TOGNETTA and VINHA, 2007; TOMASELLO, 2003) and Modeling (TOMASELLO, 2003; MIRANDA, 2006). Its research background is a Portuguese Language classroom of the 8th year of primary education, located in the city of Santos Dumont, MG, composed of 29 students, in condition of disinterest in learning their mother tongue, and a teacher-researcher, in search for an authorial path of reconstruction and professionalization of her own practice. The present project was rooted in principles, analysis models, action categories and strategies built in research network from the aforementioned macro-project, understood and replicated considering the particularities of the locus in question. In this investigative path, the actions were structured in two steps: the first of diagnostic nature, by means of two instruments -- a socioeconomic and cultural survey and a learner experience report on Portuguese Language teaching in their school life; the second part, therefore, had an interventional purpose. For the student discourse analysis, second research instrument, it was adopted as basis the Frames Semantics (FILLMORE, 1975, 1977, 1982, 1985, apud MIRANDA and BERNARD, 2013) and its computational lexicographic project Framenet (https://framenet .icsi.berkeley.edu). The results obtained through the analysis of the instruments (lack of collaborative ties, feeling of disability in relation to the own language use, need of new reading practices) were seen as guides for intervention. The intervention stage, supported by a concept of language as social practice (BAKHTIN, 2003; TRAVAGLIA, 2009; FIORIN, 2012), occurred by the confluence of the teaching of Portuguese Language and Literature (KATO, 1990; SOLÉ, 1998; ANTUNES, 2009; CANDIDO, 2011; GERALDI, 2012; GALVÃO e AZEVEDO, 2015; COSSON, 2017), through mythological narratives, being possible, along the process, to develop capacities and to recover values and, above all, to extend the practices of literacy by fruition and critical and metalinguistics reflection. In the reconfiguration of the learning scenario, it was reached a new teacher status, by the courage of leaving routine practices and gain broader knowledge about Education and Teaching. The whole intervention process of this Case Study was detailed and justified in a digital Pedagogical Journal, according to the model created by PROFLETRAS - UFJF, in which is attached the dissertative document with theoretical and methodological basis, comparative diagnostic analyzes and their interventional results.