Escrever na sala de aula: uma análise no processo de ensino da língua portuguesa

Abstract

This study aims to understand the development of writing and its teaching with respect to text production in schools, and the way pedagogical practices can contribute to the teaching of witing in Portuguese language classes in a state high school in Paraíba. In order to support our research, we chose the works of Soares (2002), Geraldi (1996, 1997); Berto (2016, 2018); Bakhtin (2000), Marcuschi, (1999) Zanini (1999). Additionally, the works of other scholars who address and reflect on the subject of teaching writing also served as part of our theoretical basis. We also present the State of Art of the subject in an effort to investigate what has been discussed about writing and teaching today as we also seek to examine the pedagogical practices and perceptions of teachers about the teaching of text production in the classroom. For the purpose of achieving that, we carried out a qualitative action research with teachers and their third-year high schoolers at the Escola Cidadã Integral Nossa Senhora do Bom Conselho in the town of Princesa Isabel-PB. As for the methodological procedures adopted, we used data triangulation, considering that we analyzed teachers, their pedagogical practices and the activities suggested in textbooks that aimed specifically at teaching writing. The textbook mentioned is part of a collection for the third year of high school named: Portuguese: Language and interaction. It was written by the authors (FARACO; MOURA; MARUTO JR. 2016). To conclude, we present, the written productions as a result of the classes and teaching practice observed. As a consequence, the first results confirm the hypothesis that both textbooks and pedagogical practices do not contemplate the entire teaching process of text production, considering that not all the necessary steps were taken to conduct the process of text writing. Moreover, revision and rewriting are suggested in a broad and simply descriptive manner in the textbooks. Also, the correction method adopted by the teachers is for the purpose of evaluating the students only, disregarding the possibility of teachers’ self-assessment.