O dito, o prescrito e o realizado: didatização do ensino de língua portuguesa por professores recém formados.

• Ano de defesa: 2012
• Autor(a) principal: Lima, Andressa Allyne Araújo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística; Programa de Pós Graduação em Linguística; UFPB
• Palavras-chave em Português: Formação docente; Interacionismo Sociodiscursivo; Prescrições; Trabalho realizado; Teacher Training; Socio-discoursive Interactionism; Requirements; The Realized Work; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6387

This dissertation binds itself to the investigation scope of Applied Linguistics, anchored on theoretical methodological orientations of Sociodiscoursive Interactionism BRONCKART 1999, 2006b, 2008), hereinafter called ISD, and in the contributions of the Clinics of Activity. (CLOT, 2007). This perspective preconizes that, from the linguistic-discoursive analysis about the speeches, we can achieve the way that the human acts are represented. The research, characterized as qualitative-interpretivist, aims to investigate the relationship between that was said, that was prescribed and that was done in Native Language teachers' works with the objective of reaching a better comprehension of the peculiarities and challenges of teaching. Based on that, we analyzed how two teachers recently graduated in Languages, and who act on Primary Education, look beyond their classes in discursive dimensions, real prescriptives. The corpus was formed by interviews with the teachers, their lesson plans, and the given classes transcriptions. For the purpose of data triangulation, the analysis categories used are, respectively, the study of teachers' speeches voices, the semanthical roles seen in their self-prescriptions and the interactions between teachers and students in class. The analysis indicated that in the previously planned speeches teachers make allowance for the social, historical and cultural aspects in teaching, however, in a given class and all of the inherent impasses and deals, the actions were modified and have no correspondence with the ones that was discursively represented previously. It is noteworthy that the subjective options of each person, obviously supported by the collective dimension, built in a social-historical way, drive the chose actions in class. Finally, the research, which is included in the GELIT's actions, highlights the importance of investing in inicial teacher training and enhance the experience built on the daily practice of teaching.