O agir docente e o trabalho de ensino de recursos linguísticos em aulas de língua portuguesa : dimensões do trabalho representado apreendidas em verbalizações produzidas durante um encontro formativo

Abstract

This research aims to analyze, in the verbalizations of a Portuguese language teacher in continuing education, post Covid-19 pandemic, which aspects of the linguistic resources’ teaching are thematized by her in the interaction with teaching trainers. Besides that, we aim to critically reflect on the linguistic analysis’ work in Portuguese language teaching in a school context. In order to conduct this qualitative case study (FLICK, 2009; CRESWELL, 2007), we used as theoretical framework the Sociodiscursive Interactionism (BRONCKART, 1999; 2006a; 2006b; 2008; 2013) and the linguistic analysis’ assumptions (GERALDI ([1984] 2011; [1991] 1997; FRANCHI, [1988] 2006; MENDONÇA, 2006a; 2006b SIMÕES et al., 2012; SUASSUNA, 2012; GIL; SIMÕES, 2015; BEZERRA; REINALDO, 2021). For data analysis, we used the textual architecture proposed by Bronckart (2008;1999), from which we realize the discursive analysis in relation to teaching’s work elements (MACHADO, 2007; BRONCKART; MACHADO, 2009), linguistic resources’ teaching strategies and instruments, capabilities, intentions and reasons for the teachers’ acting (BRONCKART, 2008). The results show an explicit tension in the teacher's verbalizations between what is understood as a traditional grammar teaching versus a linguistic resources’ teaching centered on the practice of linguistic analysis. This tension is permeated by the perspective that the teacher seems to have about the purposes of her actions in relation to students' (mis)understandings about certain practices and uses of linguistic resources in their textual productions. Additionally, it was observed that verbal interaction in the classroom through questions and answers that motivate categorization and identification of certain linguistic resource(s) continues to be the main tool utilized, and there is a view that it is an essential task of the Portuguese language class to operationalize work with metalanguage, regardless of the connection (or lack thereof) that this metalanguage has with the development of the learners' language. These results can contribute to a better understanding of the complexity that exists in teaching actions in relation to linguistic analysis’ practice as well as to promoting training actions on this topic.