Ensino de gênero discursivo: observação e análise de aulas de estágio de língua portuguesa

Abstract

The present research has the general of analyzing in a critical way an internship experience focused on activities elaborated and unleashed by a teacher in initial formation, without a course of Portuguese Language of UNIFESSPA. The concept of gender assumes the centrality and is enriched by concepts from the sociological or sociohistorical perspective of Mikhail Bakhtin (1997, 1992, 2000, 2003). This work is justified by the importance of the process of observation, questioning and reflection on the construction and reconstruction of knowledge about language teaching and transactions in new actions of mother language teaching, considering the importance and perspective of the studies. from different genres BUNZEN, 2004, 2006; DOLZ and SCHNEUWLY, 2004; MARCUSCHI, 2004, 2005, 2014; MEURER, 2004; MOTTA-ROTH, 2005; NININ, 2010; PIMENTA & LIMA, 1990; ROJO, 2015. The following study is characterized as a qualitative research, in that it and to reflect on the teaching practice with a focus on Portuguese Language classes mediated through the teaching of discursive / textual genres. The procedures used in the research consist of: 1) theoretical studies on pre-established discursive / textual genres; 2) observation of the class and teacher in initial formation, in order to know the reality of the document; 3) Analysis and reflection on the work front of the understanding and application of a teaching practice from the teaching of genres, taking into account its mediation through a didactic sequence with the genre opinion article. Throughout the study, we found some contributions and reflections, in terms of teaching and learning based on gender. We highlight the contact with the genre of opinion article provided as teachers and students the insertion in a social practice of language, which made possible the learning of aspects that allow us to go beyond verbal and written language.