Dinâmicas de grupo para se fazer na escola

Abstract

Although discussions about Portuguese language teaching are part of the national scenario, since the 1980s, negative data regarding students' language skills and conflicting classroom environment are still common realities in Brazilian public schools. In this context, this participatory action research (MORIN, 2006), of an interventional nature, of the PROFESSIONAL MASTER IN LETTERS / UFJF, aims to combine reflection on the language and its use in its four teaching-learning axes (orality, reading / listening, production - writing and multisemiotics - and linguistic / semiotic analysis), to the formation of participatory subjects and aware of their role in building a more ethical and supportive society. Named DYNAMICS OF GROUP TO BE IN SCHOOL, this research points to a technology structured through group dynamics as a possible alternative to the classic classroom model prevalent in most schools. It is believed that the use of this tool can, among other advantages, arouse students' interest in the process of constructing the linguistic knowledge necessary for a citizenship formation; to contribute to the expansion of the linguistic, cultural and human universe of the students, besides providing the creation of an environment favorable to the teaching-learning of the Portuguese Language. It was developed in a municipal public school, in Juiz de Fora (MG), in a class of 6th and 7th years, Elementary School II, in which students presented difficulties in language skills and interpersonal relationship. The intervention proposal has as its starting point the lack of students in prestigious literacy practices and conflicting relationships in the classroom. GROUP DYNAMICS TO DO IN SCHOOL is, therefore, an intervention proposal composed of four group dynamics, guided by themes and elaborated with the scope of offering students effective Portuguese Language classes, interconnecting the five axes of teaching as a condition for the formation of participatory subjects and aware of their role in building a more ethical and supportive society, as opposed to a world of increasingly "liquid" relationships (BAUMAN, 2003). The analysis of its applicability shows that the proposed group dynamics present as a possibility to soften or perhaps overcome some of the problems of the classroom, such as: lack of protagonism of the students, hostility, lack of language skills of students, few experience in social practices of language, lack of respect for plurality. According to Bronzato (2009, p 106), "group dynamics is a perfect tool to be used in the classroom, since in addition to promoting knowledge, it sensitizes participants to a new look at themselves and the group. " The present action research can have value not only as a way of rethinking the teaching of the language, but also as an attempt to break the silencing of protagonism, authorship and authority of teachers and students resulting from the school system. In other words, group dynamics can bring localized experiences of social and cognitive interaction to Portuguese classes, thus minimizing the gaps between the school and the student's needs in the contemporary world.