Da indiferença ao pertencimento: uma educação linguística e cidadã

Abstract

Being a Case Study (YIN, 2011) of a participatory and interventional nature – Actionresearch (MORIN, 2004) – the present study is developed within the scope of the Professional Master‟s Degree in Letters - PROFLETRAS / UFJF, whose target audience are teachers from the second cycle of Elementary School of Brazilian public schools. It is linked to the macroproject called “Portuguese Language Teaching – From Teacher Education to Classroom” (MIRANDA, 2014-2018, FAPEMIG CHE APQ 02584/14) and it has as its main objective the construction of a Learning Environment suitable to effective literacy practices. The investigative scenario consisted of a Portuguese language classroom of the 7th grade of Elementary School, located in the city of Juiz de Fora, MG, marked by indifference and apathy, joined to a not-belonging feeling to the school space. To confront these issues, this interventional study was based in foundations, categories, analysis models and action strategies built on a research network in our macro-project and which were replicated authorially by the researcher-teacher. Five categories have permeated the practice – Protagonism, Cooperation Network, Modeling, Belonging, Authorship and Teaching Authority. The research involved a diagnostic action through two investigative instruments regarding the students – a socioeconomic and cultural questionnaire, an experience report concerning the teaching of Portuguese Language all long their school path. For the analysis of student discourse were taken concepts of Frames Semantics (FILLMORE, 1975, 1977, 1982, 1985, apud MIRANDA e BERNARDO, 2013; FREITAS, 2018; VIEIRA, 2019) and analytical tools of his computational lexicographic project Framenet. The results obtained after analysis of these instruments (absence of collaborative ties, need to expand reading and writing skills, inter alia) were assumed as important indicators for the intervention stage. The Action-research, supported by a conception of language as a social practice (BAKTHIN, 2003; ANTUNES, 2009; GERALDI, 2012a; SOARES, 2006), took place through the teaching of Portuguese Language (SOLÉ, 1998; ANTUNES, 2005; 2009; KOCH , 1990; INFANTE, 1996; GERALDI, 2012b; COLOMER, 2014, COSSON, 2014; 2018), through the study of the genre „lived experience report‟, being possible, along the process, to rescue experiences, develop skills, expand the literacy practices of reading, writing and speaking through critical and metalinguistic reflection and, overall, to redefine not only the student role, but also the school space. A reflective process built „before-during-after‟ the action by classroom actors and recorded by auxiliary research instruments – teacher‟s and student‟s logbooks, a second final student account of project experience and other types of records – indicated successful results in creating a new Learning Environment in the Portuguese Language classroom. The personal and professional development of the teacher-researcher as a new, more confident and secure identity was an irreversible gain. The entire intervention process of this study was detailed and justified in a digital Pedagogical Notebook, following a model created by PROFLETRAS – UFJF, in which this dissertation document is attached with the theoretical, methodological, diagnostic analysis and results achieved.