Textos produzidos na escola : uma reflexão sobre a prática docente no ensino médio

Abstract

The general purpose of this work is to reflect on the teaching performance that has been applied in the teaching-productions in order to contribute towards the discussions which aim at developing practices that are supported on Vygotsky's Socio-Interactionism (1998) and on Bakthin's Interactionism (1992). Through this context we have chosen as specific goals: 1º to report the developed activities in the text writing process, at a public high scholl, in the state of Paraná; 2º to analyse the texts written through these activities; 3º to analyse the teaching practice strictly, as well as its effects on these texts; 4 º to suggest through reflection, new teaching practices so that the artificiality in the text writing classes could be broken. The Applied Linguistics (MOITA LOPES, 1996) gives us a chance to search in the Interactionism (GERALDI 1997b; VYGOTSKY, 1998) and the Textual Linguistics (KOCH, 1998; 2000; 2002; 2004) the theoric support, so that we can analyse a didactic sequence of an interactionist textual production (BRAZIL, 1998; PAZINI, 1998; ZANINI, 2003; CAMPS, 2006; JOLIBERT, 2006) and six texts resulting from it. The nature of the research has a qualitative and interpretative character (TRIVIÑOS, 1987; FLICK, 2004) and the methods are related to research-actions (FRANCO, 2005; TRIPP, 2005), since we are researchers/researched and all the involved ones have sought a common purpose. The composition of the research takes place into four chapters: Chapter 1 - theorical - it brings the introduction, the theories for understanding the practice, its analysis and also the analysis of the chosen texts. Chapter 2 - the methodological one - presents the methodology used, reports the research subjects and its situation. Chapter 3 - the theorical-practical one - this chapter presents the developed activities in the text writing process, as well as the analyses of the written texts, the critic analyses of the teaching practice and its effects on the written productions. Chapter 4 - the closing one - This chapter emphazises the achieved answers for our research question and leads us to suggest teaching practices that may contribute to writing activities at school, but not only for this purpose. Being analysed, the didactic sequence brings out a way to foster real conditions of the language usage. A type of pedagogical project constituted by the conditions of production (GERALDI, 1997b). This project shows the text as a work that can be learned and not only as a gift. The textual linguistics regards the text as its objective of study. It helps, not only in the evaluation of the texts, considering them coherent or not, but also in reflections so that the productions may be improved linguistically, taking into consideration the communicative instance.