O agir de professores de física e de matemática no desenvolvimento da escrita de alunos em processo de alfabetização acadêmica/disciplinar

• Ano de defesa: 2024
• Autor(a) principal: Eulálio, Marcela de Melo Cordeiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Leitura e escrita; Física e Matemática; Alfabetização acadêmica; Teachers’ actions; Reading and writing; Academic literacy; Disciplinary literacy; Physics and mathematics; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32924

In the academic world, Language teachers, generally responsible for the subjects Reading and Text Production, Scientific Methodology, Technical Portuguese, among others that aim to present students with the particularities of academic writing, do not have a disciplinary collection to guide reading and writing practices. in different areas of knowledge. On the other hand, teachers in specific areas have greater control over the peculiarities present in the use of language in their discursive environments, but they lack specific linguistic knowledge. Situating these reflections in the disciplinary fields of Physics and Mathematics, we ask ourselves: 1) What activities are provided by teachers in these areas to develop their students' writing? 2) In what aspects do these teachers consider reading and writing as instruments for learning and insertion into the disciplinary culture? 3) What reading and writing practices do students consider as learning tools throughout their course? 4) What do these teachers understand about their responsibility in guiding their students’ reading and writing practices? Seeking to answer such questions, we aim, in general, to analyze the actions of teachers in the areas of Physics and Mathematics, in view of their practices and reflections, in the development of writing by students in the process of academic/disciplinary literacy. Specifically, we intend to 1) investigate, in the teachers' responses, which actions refer to their actions in the process of guiding their students' academic writing in the subjects; 2) Analyze, in the teachers' responses, aspects that denote reading and writing practices as instruments of learning and insertion into the disciplinary culture; 3) Characterize the reading and writing practices considered by students as learning instruments throughout their course; 4) Identify linguistic-discursive elements that denote the understanding of these Physics and Mathematics teachers about their responsibility in guiding reading and writing practices. Furthermore, in a purposeful way, we aim to present suggestions for reading and writing activities for the disciplinary cultures of Physics and Mathematics, taking into account the particularities of the language actions of these discursive contexts. For this purpose, located in the area of Applied Linguistics (Moita Lopes, 2006), we carried out a qualitative interpretive research. To collect data, we used questionnaires with Physics and Mathematics teachers and students, as well as interviews with some of the teachers who answered to the questionnaires. Theoretically-methodologically, we are anchored in Sociodiscursive Interactionism, in the concept of academic literacy (Carlino, 2013, 2017, 2021), thinking about reading and writing practices in different disciplinary cultures (Hyland, 2004); as well as in the concept of disciplinary literacy (Navarro, 2017, 2018), considering the orientation of language practices by teachers in these discursive communities, and also in discussions regarding teaching work according to Machado (2007), Machado and Bronckart (2009 ), Machado et al. (2009), among others. In general, our results contradict existing stereotypes about the conduct of students' reading and writing activities by Physics and Mathematics teachers, according to whom, because they do not have specific training, they could neglect such practices. However, the data analyzed indicate that our collaborators, although they reveal difficulties in guiding these activities with their students, recognize the importance and their responsibility in teaching language activities.