Projeto didático de gênero: retomando práticas e avaliando

Abstract

The current study aims at analyzing a Genre Didactic Project (GUIMARÃES; KERSCH, 2012, 2014, 2015), under the perspective of a teacher’s work (BRONCKART, 2006; 2008; MACHADO, 2004; 2007), and its base is her (auto)prescribed work and the real/concrete work (BRONCKART, 2006, GUIMARÃES, DREY e CARNIN, 2012). In order to accomplish this research, we use the data of the project for a continued cooperative graduation, developed with the foundation of CAPES, Education Observatory Program, from 2011 to 2014. We analyze the planning and the interactions occurred in the classroom of teacher Ana, regent in a classroom of first year of elementary school and a scholar teacher of the same project, during the period in which the PDG was developed about the self-portrait genre. We selected as analytic categories what we call pillars that support the purpose of PDG – concepts of language as interaction, text genre, literacy and social practice, reading and linguistic analyses. For methodology purposes, the dimensions of the teacher’s work were examined separately and, afterwards compared, to verify the approaches and the detachments between them. The data analyses pointed that, in both the dimensions, were found the foundational concepts of PDG. Therefore, for instance, the concept of language as interaction could be noticed since the prescribed work, in which the teacher has already planned situations of interaction with her students. Likewise in the real/concrete work, moment in which the teaching action is constituted, the attention for a constant revoicing practice was important (CONCEIÇÃO; GARCEZ, 2005), that can be considered a characteristic of language understood as interaction. This dissertation allowed verifying how it was updated, in the prescription and in the practice, the main pillars that support a PDG. At the same time, we verify that teacher Ana achieve with autonomy a PDG, what made transparent her ability to conduct her class (BROCKART, 2006) and point her acting (ALMEIDA, 2015). Lastly, this study shows the importance of the active participation of teachers in the continuing education courses, in a manner that the teachers can re-signify their practices, as it was the case of the cooperative continuing graduation analyzed.