Cara professora: práticas de escrita de um grupo de docentes

• Ano de defesa: 2004
• Autor(a) principal: Maria Emilia Lins e Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação; Professores Formação; Professores Aspectos sociais; Redação de cartas; Escrita; Alfabetização; Análise de correspondência
• Link de acesso: http://hdl.handle.net/1843/BUOS-B5TFMR

This study aims at providing elements to the understanding of teachers insertion in the written culture, analysing the constitutive features of their daily written practices, by the apprehension of beliefs and attitudes concerning writing, description of usage and targets attributed to this language mode, as well as the competence analysis and ways of learning which guide these practices. As a theoretical support, we have used the studies about the daily writing from two large spheres of usage: the private life writings for yourself and the writings to the other, mainly those related to public spheres of language usage, in the school and professional fields. This research was carried out with a group of twenty-one teachers (from the initial grades of primary school) within the great Recife. As a methodological procedure, it was firstly used the exchange of letters between the researcher and this group, throughout one year time, between the cities of Belo Horizonte/Recife and Paris/Recife. The correspondence was about the teachers writing usage, their formation trajectory, as well as their relations with these usages. We have chosen the correspondence because it allows both the apprehension of teachers utterance about their writing practices and an effective epistolary writing practice, or, in other words, both their represented practices and the practices themselves. Afterwards we have interviewed some members of this group with the aim of building hypothesis formulated from the correspondence analysis, as well as collecting written material by the teachers. The data analysis showed that the teachers present a wide and multiple range of written usage, specific competencies and that the latter are closely related to the representations produced about these socially built practices, which determine the signification construction process. We have found out that, although of great importance, the literacy experience in the familiar sphere was not the only responsible for the type of relations that the teachers had with the writing. At the same time, the writing practices experienced in the school sphere seemed to performe a decisive role in the constitution of negative representations related to being able of writing. On the other hand, the methodological instruments (exchange of correspondences and interviews) would have allowed the teachers to experience the reflection in a metacognitive perspective about their practices and insertion trajectory in the writing world.