Ensino-aprendizagem da escrita nas séries finais do ensino fundamental

Abstract

This work is the result of a study on the teaching and learning of the Portuguese language in the written form, in the context of a school municipal Campina GrandePB, with the subject students in 9th grade of elementary school. Considering the goals of national public policies that seek the formation of a quality school and consequently a successful teaching and learning, we wonder about what are the causes that lead many students at the end of elementary school to even write at school just to meet a requirement that ensures its advance for the series subsequent year, not taking as subjects of their own texts. Be investigated because the methodology used by the teacher focused on activities that deal with the structure of the text, still considered communicative purpose of language. To this end, traced as goals from observing the way as it does the job with the production written in class Portuguese, and investigate whether this schooling phase the text is significant for the student to then present an educational proposal (product of this research) to enable students involved understand the text as a social practice, not just school. Data collection was used the following instruments: participant observation; diary; application of a questionnaire; interview with collaborating professor; and a work plan, focusing on the teaching of writing and learning, specifically the political discourse. The study is included in the parameters of a qualitative ethnographic research in particular a matter of educational nature where researcher and collaborate with each other to solve the problems presented in any teaching situation and / or learning. In support of research, it sought to support Soares (2012; 2013), Rojo (2012), Tfouni (2010), Kleiman (1997), Chartier (2002), Dolz (2010), Bronckart (2012), Geraldi (1995 ) Marcuschi (2008), Freire (2014), Tardif (2010), Signorini (2007), among others. Data analysis allowed verifying that writing for the students and the teacher is still restricted to institutional expectations. It is also noted gaps in educational strategies used by the teacher, based on reproduction or memorization of content displayed in the classroom or coming from a proposal to reward the student who "best type". The action plan was presented as a collaborative tool and helper of teaching practice with regard to the learning of the Portuguese language process and fostered in students the need and responsibility to act in the world through writing.