O ensino da língua portuguesa frente aos desafios atuais do ensino médio em uma escola estadual de Minas Gerais

Abstract

This dissertation was developed within the scope of the Professional Master's Degree in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The present study analyzed the teaching of the Portuguese language in the face of the current challenges of high school at Escola Estadual Cândido Ilhéu. Based on the analysis of the school context experienced, the following research question was formulated: “how to develop pedagogical actions to minimize the impacts of reading and textual comprehension difficulty of students at E. E. Cândido Ilhéu?” The present case had as general objective to propose interdisciplinary pedagogical actions to minimize the impacts of the reading and textual comprehension difficulty of the students of the researched school. The study had the following specific objectives: i) to describe how Portuguese language teaching occurs and the resulting problems; ii) analyze the difficulties to develop interdisciplinary pedagogical actions in Portuguese Language teaching; and iii) propose an intervention plan with pedagogical actions to minimize the impacts of difficulty in Portuguese at Escola Estadual Cândido Ilhéu. The methodology used was the case study with a qualitative approach, as it allowed a deeper understanding of the proposed problem. To collect the information analyzed in the study, questionnaires applied to students were used as research instruments, in order to understand the motivations and perceptions of the different school actors about the teaching of Portuguese at school. At the end of the study, it was evident that there is a gap between Portuguese Language teaching and educational practices and that action plans are seen as a way to minimize the impacts caused on the students' learning in that subject. It was concluded, then, that the teaching of Portuguese language in the school under study is not aligned with the educational needs that emerge today, and that actions need to be carried out so that students can be stimulated and interact effectively with learning in Portuguese language.