Dizeres de professoras em relato de prática pedagógica: o Gestar II em foco

Abstract

In this study, we analyzed the writing of teachers in continuing education courses in order to understand how they construct their own words in a genre of that sphere at the interface with the school. In this direction, we turn our attention to three reports produced by teachers teaching practice, course participants during the execution, in 2009, Learning Management Program School of Continuing Education for Teachers of the Year / final grades of elementary school – Gestar II Portuguese Language - developed throughout the state of Mato Grosso. The reports are required by the production program at the end of each Book of Theory and Practice - TP - and they are elaborated from experiences in the classroom with two activities of the item in Advancing Practice - AP. For our research, we chose the TP3, because it proposes to discuss genres and text types, especially the first, in vogue in school curricula, educational parameterized documents, academic research and programs / projects of continuing education in recent years. We used in the analysis of the reports the assumptions of qualitative research in line with social theory and cultural-historical, represented by Bakhtin and his Circle (1926, 1929, 1952-53, 1959-61/79, 29/1961-62, 1970 - 71/79, 1974-79, 79), through the bias-discursive enunciation of language, and Vygotsky (1998 [1930]), with regard to the teaching and learning. The reflections on the guidance provided by the material for the preparation of teachers reporting practices are unsatisfactory for writing detailed process experienced in teaching practice, because it limits the request "facilitate aspect or hamper the process," assuming prior knowledge of the genre. Also nonexistent unit or section devoted to this genre in TP3, either in the collection of the GESTAR II Portuguese Language Program. Shifting his gaze to the writing of three effective teachers in state schools, we find different ways to build an account of pedagogical practice (RPP). Proof of this is that each one has built a particular path, allowing us to identify three exposure forms of their sayings, called by us: training aligned with authors, author mirrored in the continuing education and autonomous authority. These copyright forms, although different in every circumstance of production are integrated into the professional teaching staff, without necessarily operate as individual brands. The data also show that, in the process of copyright constitution, teachers, course participants, guided by the AP, uniquely build their objects to the teaching of Portuguese Language classes, away from or approaching the genre story, demonstrating, even as appropriated the concepts covered in the unit (s) / section (s) of TP. The results produced by the analysis highlight the importance of gender approaches include the required continuing education for the teacher to incorporate those experiences in their practice. In addition, we need public policy attention on ensuring enough time and institutional support, with teams constantly prepared for the implementation of the proposed update of the teacher, especially post-course follow-up.