Formação continuada baseada em comunidades de desenvolvimento profissional: um estudo em linguística aplicada

Abstract

This research, performed in the context of continuing education for teachers under the scope of Applied Linguistics, focuses on a model of continuing education planned to intervene in aspects related to teacher professional development. More specifically, in this research, we will focus on critically reflecting on the elaboration and implementation of a continuing education process developed based on this model, entitled “Teaching Mother Language and Genre Education Projects in the Final Grades of Elementary Education”. Such education process, aimed at working with Portuguese language teachers from the final grades of elementary school and pedagogues working in the Initial grades of that same level of education, was performed in partnership with a public school system in the metropolitan region of Porto Alegre / RS. It is, therefore, qualitative and interpretative research, whose main theoretical support is the framework of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008). The analytical focus of this study consists of education moments in which the verbal interaction of three teachers in continuing education gives us access to linguistic clues that allow us to analyze whether or not there is evidence of a teacher’s "awareness" (VYGOTSKY, 2001) of their development during the performed education process. The data analyzed comes from an initial questionnaire answered online, from the participation of teachers in linguistic analysis workshops carried during the education process, from a final questionnaire answered online and from a semi-structured interview about the experience they had in the proposed continuing education process. We use as an analytical device the deeper level of textual architecture by Bronckart (1999), that is, the level of textual infrastructure, focusing on how teachers reflect on their actions, identifying types of discourse and enunciative mechanisms that imply or not in their language acting, as well as "clues" about their professional development fostered by continuing education. The results obtained suggest that the analysis and the education process itself, developed in the light of Sociodiscursive Interactionism, reveal positive points by providing greater understanding of the teacher's acting and professional development, especially considering the teachers' awareness of their work of teaching during their trajectories in the continuing education proposed based on the model that supports this master's dissertation.