Mediações colaborativas e pedagógicas na sala de apoio à aprendizagem de língua portuguesa

Abstract

This research discusses the collaborative and educational mediations in the context of a Support Classroom for Portuguese Language Learning (SAAPL, in Portuguese) in the South-Central region of Parana State. The work presented here derives from the hypothesis that if teachers receive a theoretical-methodological basis, in a collaborative way, concerning the reading and writing processes, they can develop, in this context, a meaningful educational practice, in order to help the students to overcome their learning difficulties related to reading and writing. Thus, the main goal of this work is to reflect on how the collaborative educational mediation, by means of theoretical-methodological guidance about reading and writing, helps to achieve an effective practice for the teacher and for the learning process in a SAALP. The research is build upon the concepts of the Applied Linguistics field, based on the dialogism assumptions from Bakhtin Circle, in the historical-cultural theory, favouring the contributions of Vygotsky and Leontiev, and on the concepts of reading and writing processes proposed by Menegassi. As an investigation procedure, it is employed the collaborative research-action one, considering that the researcher aimed to develop a collaborative relation with the SAALP's teacher, helping him, by means of many collaborative actions, to reflect on his own practice with his mother tongue, to construct new ideas about the reading and writing processes, to plan actions towards the quality improvement of the teaching and learning processes in a SAALP, to change daily actions in the classroom, to diagnose the problems and the effects of changes in this teaching context. The results obtained point to: (a) the internalization and the comprehension of the theoretical-methodological assumptions related to the reading and writing processes, by the teacher; (b) the improvement in the development of reading and writing of the SAALP students; (c) the necessity of providing the SAALP teacher theoretical basis and methodological guidance to work with reading and writing, as well as monitor and guide their practice in that particular teaching context.