Letramento: discussões teóricas acerca a concepção dos professores sobre as práticas pedagógicas da leitura, produção de texto, análise linguística e oralidade em sala de aula, no ensino fundamental II

Abstract

This research analyzed how the teachers work literacy in classroom in order to prioritize the axes of Portuguese’s language teaching. More specifically, we try to achieve the following objectives: a) Examine whether teachers work all the axes of Portuguese language’s teaching; b) Analyze whether textual genres are used as instruments for language teaching; c) Find out how often teachers perform activities to develop students' literacy. Two teachers from the municipal education network of Triunfo participated in the study, the teacher "A", who worked at a 7th year and the teacher "B", who also taught in a 7th year. We conducted interviews and transcribed them for analysis. The theoretical contribution to this work is based on the studies of Soares (2003; 2009) and Leite & Botelho (2011)about the concept of literacy; of Antunes (2003) related of Portuguese language’s axes of teaching, and in the reflections of Marcuschi (2005) and Barros (2011) about the relationship between textual genres and literacy. We observed that, in relation to the work with the axes of teaching (orality, reading, textual production and linguistic analysis) both teachers prioritize reading and textual production. While the axes of orality and linguistic analysis were neglected, and the treatment of the latter was restricted to working with normative grammar. With regard to the use of textual genres in their classes, the two teachers favored one or two genres, a practice that is negative, since literacy is favored from contact with the most varied textual genres. Faced with such results, we believe that there is still a lack of understanding of what Literacy and its abilities are. Therefore, it is clear the importance of providing initial and continued solid training for theteacher with regard to work on literacy practices.