Movimentos de escrita na educação a distância: um olhar para as práticas e hábitos de escrita na formação docente do curso de licenciatura em Química – Modalidade a Distância – UFJF

Abstract

This study emphasizes the writing movements from their practices and habits in the initial formation of the degree course in Chemistry - Distance Modality - UFJF. Based on the question: what are the influences of the disciplines of the degree course in Chemistry of the Federal University of Juiz de Fora (UFJF) - Distance Modality - in the students' writing habits and how do these writing movements contribute to their teaching formation? The objective of this work was to understand the writing movements of undergraduate students in Chemistry of the Federal University of Juiz de Fora (UFJF) - Distance Modality - in the context of the presented question. Using the theoretical-methodological framework of the French Speaking Discourse Analysis, the study presents writing activities developed in the Moodle platform, in the Virtual Learning Environments, of the Internship and Analysis of Pedagogical Practice I and Curriculum Organization disciplines, which distance themselves from the systematic production of technical reports and the transparency of language, making it possible to (re) think writing in the initial training of Chemistry teachers. In addition to the discussions involved in the activities, a research questionnaire was also proposed, with questions that deal with lifelong writing habits and school daily life of the six selected students. Making it possible to trace the production conditions of the research subjects. The study indicates that the disciplines allowed the contact with different textual genres, in opposition to the model of scientific writing, approached by the technical reports, so common in the course of Chemistry. The "Daily life" activities, dealt with in the discipline of Internship and Analysis of Practice I, and "The social function of school and social participation", addressed in the discipline of Organization of the Curriculum, were analyzed through concepts of Discourse Analysis of French line as: discursive memory, conditions of production, metaphor, interdiscourse and discursive formation. The act of creating a text and identifying itself as an author is emphasized in excerpts from the texts produced, in which, often, the mechanism of repetition or copying is not used and creativity is present to expose concepts or observations. The dissertation points out the need to work with different forms of writing and textual genres in the initial formation of teachers, so that they can reach schools for possible changes in Basic Education.