Análise reflexiva do ensino de língua portuguesa: um caminho para novas práticas pedagógicas

Abstract

The present work, entitled “Reflective Analysis of Portuguese Language Teaching: A Path to New Pedagogical Practices”, was linked to the research project “Professional Portuguese teacher: his formation and his acting in contemporary”, coordinated by Prof. Dr. Thaís Fernandes Sampaio was required for approval at the Professional Master in Letters (PROFLETRAS) of the Federal University of Juiz de Fora (UFJF). Among the objectives of this research is the promotion of reflective analysis of our teaching practice anchored in the movements of critical reflection (LIBERALI, 2012). This is due to the interest in checking the means to resort to promoting change (FULLAN, 2009) in our pedagogical action. To this end, we sought guidance from some of the leading theorists (ANTUNES, 2003; BAGNO, 2000; DOLZ; NOVERRAZ; SCHNEUWLY, 2004; KOCH, 2005; MARCUSCHI, 2008; TRAVAGLIA, 1998) as well as official documents. (BRASIL, 1998; BRASIL, 2018; MINAS GERAIS, 2004) that guide Portuguese language teaching in the country. It was also worked on the elaboration and development of an intervention proposal, based on reflective teaching practices (ALARCÃO, 2000; 2005; GADOTTI, 2000; GHEDIN, 2002; GIROUX, 1997; KLEIMAN, 2008; LIBERALI, 2012; NÓVOA, 2008; SAMPAIO; SANTOS, 2018, ZEICHNER, 1993), in a ninth grade class at a network school state school in the state of Minas Gerais. Our proposal came from a situation that occurred unexpectedly within our classroom involving a gypsy student. This event and the invisibility of the residents of the Gypsy camps near the school inspired us to work on the life and culture of the people living in the Roma communities. This project was didactically divided into five stages, however the actions were intrinsically articulated and took place to make the work more meaningful to the participants. Thus, we sought answers and positions about the collaborative learning, the teacher as a mediator, the student protagonism, the place of the text in the LP class; concerns that guided our research. As a product of this theoretical-methodological study, a theoretical text (dissertation) and a pedagogical notebook were defended before the newsstand in which the development of this interventionist proposal was demonstrated step by step.