Um olhar para o curso de formação de docentes : ensino médio - modalidade normal

Abstract

This work is focused on the mother tongue teaching in the teacher education course, secondary school level, in a school in Maringa- PR. The research aims at investigating the axis of teaching reading, textual production and reflexion about the language in the course called "Ensino Médio" - "Normal" Modality, whose goal is to educate teachers to work in the first grades of basic education (children aged from zero to ten). The investigation is relevant because of the course importance for the educational scenario. The analyses are based on the qualitative-interpretative method with ethnographic nature, since the researcher works as a teacher of some of the investigated students and the data are interpreted under the qualitative point of view. The corpus is composed by 58 teaching practice reports of graduating student-teachers, in the supervised training carried out from 2004 and 2006. The analyses are supported by theoretical presuppositions of Applied Linguistics about the reading, writing and linguistic analysis process in teaching. The analysis showed in the present work were selected considering their representativeness in relation to all the analyzed exercises and the result points out that in the investigated universe, despite finishing the course, there are few students who understand the necessity of searching for the text meanings in the interaction between the author, the production conditions and the reader. Most of these students, who will potentially become teachers in the first grades of basic education, understand that during the reading process the text meanings are whether attributed only by the reader or they are only extracted from the linguistic material. The poor work with writing production, in its turn, is seen more as a way of filling time gaps than as a meaningful activity in the children's learning at the early school years. Finally, the linguistic analysis activities often assign place for the normative grammar, with emphasis on the metalanguage, in classes for children from 6 to 10 years old. Such dada allow concluding that the investigated students reproduce the same models in which they had been taught, keeping the circular movement which features the education in the country.