Sala de apoio à aprendizagem de língua portuguesa : uma análise crítica da atuação de alguns professores de Maringá

Abstract

Current qualitative research deals with the 2004 results collected from students of the Learning Aid Section in Portuguese Language of some government schools of Maringá, PR, Brazil. Learning Aid Section in Portuguese Language is a program created by the Education Department (SEED) for students of the fifth grade of the junior school, who have difficulties in reading and writing. Investigation analyzes the language concept of teachers and how it is practiced in daily terms and contexts. The theoretical bases on language underpinning the laws (4.024/61; 5692/71; 9394/96), included in the Directions and Bases of Education in Brazil, coupled to educational public policies in the state of Paraná between 1990 and 2003, are analyzed. Legal documents which make up the foundations of the document, the evaluation items, the reports on performance of students in the schools, the answers to open questions applied to teachers in the Learning Aid Section and the student's text productions were also analyzed. The teacher's profiles were related to those included in the SEED documents. In spite of the relative success of the program, the investigation's data and facts show two relevant aspects that need immediate action within the context of the SEED public policies, as an educational system and as a consequence of teacher practices: (1) the reevaluation of concepts and methodology with regard to literacy and reading-writing; (2) the revision of the pedagogical practice in the relationship teacher-student within the context of the teaching of Portuguese in the 5th grade of the junior school, and consequently, making available continuous training courses for the needs of the teachers involved.