O ensino da produção textual escrita em sala de aula e a reverberação do agir docente: uma pesquisa em linguística aplicada no contexto da educação básica

Abstract

The main objective of this thesis is to understand how teaching actions developed in Portuguese Language classes influence the learning of written text production by students in two classes of the final years of elementary school. Taking a qualitative-interpretive approach, the theoretical and methodological contributions on language and human development from Sociodiscursive Interactionism (ISD) are adopted, particularly focusing on the dimensions that emphasize the relationships between language, teaching, and educational work (Bronckart, 1999; 2006; 2008). This thesis also draws on the principle that work with written text production in school must be processual, guided, and systematic (Geraldi, 1986; 2012; Pereira, 2001; Cardoso et al., 2019; Gonçalves; Bazarim, 2022) and mediated by various text genres (Dolz; Schneuwly, 2004; Decândio; Dolz; Gagnon, 2010). The data analyzed stem from a set of lessons taught by one male and one female Portuguese language teacher, focusing on the dimension of real/concretized work (Guimarães; Drey; Carnin, 2011), carried out in sixth and seventh grade classes at a public school located in a municipality in the metropolitan area of Porto Alegre/RS. The classroom observation included audio and video recordings, field notes, and the collection of written text production activities developed by students in order to investigate the development of two teaching proposals focusing on written text production of the genres fairy tale (seventh grade) and fan fiction (sixth grade). For the analysis of the linguistic dimension of the data, two levels of textual architecture (general text infrastructure and enunciative mechanisms) proposed by Bronckart (1999) were adopted. Foundational didactic gestures (Aeby-Daghé; Dolz, 2007; Gomes-Santos, 2010; Dolz; Messias, 2015) identified in the teachers' actions in working with written text production were also analyzed. To analyze the students' written text production activities, the criteria for textuality (Marcuschi, 2008; Koch; Elias, 2018) and their relationship with the teaching project in which they were engaged were considered. The results of the analysis allowed for the identification and distinction of two types of reverberation of the teaching action in the students' learning of text production: (i) an explicit reverberation, which (co)responds to a request/instruction made by the teacher in their real/concretized work and is explicitly taken up and linguistically identified in the student's text, and (ii) an implicit reverberation, which (co)responds to a request/instruction made by the teacher in their real/concretized work, but linguistic clues of the effects of the teaching work are not identified in the student's text. This distinction between the types of reverberation shows that the teachers' actions, mediated especially by gestures appealing to memory, task formulation, and the use of didactic devices, reverberated more explicitly on the compositional structure of the genres explored in the written text production teaching projects. Furthermore, the analyses suggest the absence of more systematic work focused on developing aspects related to genericity that are not limited to the structural dimension of the genre in student productions. It is concluded that the results obtained can contribute to the theoretical and analytical advancement in the field of studies on interaction and learning of written text production in the Basic Education classroom, as well as offering contributions for the training of mother-tongue teachers to benefit from analyses of the teacher's real work and its effects on student learning.