Formação de professores de língua portuguesa : uma proposta de análises e práticas colaborativas

• Ano de defesa: 2016
• Autor(a) principal: Girlene Rodrigues de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação de professores Ensino de leitura e escrita Gêneros textuais; Gêneros textuais; Língua portuguesa Estudo e ensino; Professores de português Formação; Escrita
• Link de acesso: http://hdl.handle.net/1843/LETR-AJCMZS

Based on the analysis of real life experiences in the teachers career and their training, and believing in what advocates Nóvoa (2009) that our theoretical proposals only make sense if they are constructed within the profession, if they can be grasp by teachers reflection about their own work, this dissertation suggests a training for teachers of portuguese language. The research was conducted at the Professor Affonso Neves public school in Belo Horizonte, Brazil, from February to August 2016. The qualitative approach, had the participation of two interdependent groups: five teachers and forty-nine students (two classes) of eighth and ninth years of elementary school. The main point was to contribute to the development of these teachers from the final years of elementary school with regards to teaching reading and writing. In order to produce data, diagnostic activities were used as tools, which aimed to examine students' skills and inabilities. Semi-structured interviews that aimed to understand the training of teachers and their perceptions about teaching-learning relation; and a logbook in which the researcher recorded the events and the most significant reflections. Teachers involved in this research, held weekly meetings in which a project of textual genres teaching practices was developed, so students could improve their skills and the teachers find new perspectives for reading and writing lessons based on the analysis and the tasks carried out collectively. Throughout the development of the experiment in the classroom, teachers reflected on the practices routinely perform with students and by doing this reflecting they realized the importance of an activity that starts with the needs and interests of students so that there is involvement thus learning. Finally, pedagogical practices were shared in the school blog so that other teachers could learn them and to encourage projects and collaborative reflections in the school environment.