Dissertação completa - Programa de Pós-Graduação em Letras - UEM

ABSTRACT
This work is focused on the mother tongue teaching in the teacher education course,
secondary school level, in a school in Maringa- PR. The research aims at investigating the
axis of teaching reading, textual production and reflexion about the language in the course
called “Ensino Médio” – “Normal” Modality, whose goal is to educate teachers to work in
the first grades of basic education (children aged from zero to ten). The investigation is
relevant because of the course importance for the educational scenario. The analyses are
based on the qualitative-interpretative method with ethnographic nature, since the researcher
works as a teacher of some of the investigated students and the data are interpreted under the
qualitative point of view. The corpus is composed by 58 teaching practice reports of
graduating student-teachers, in the supervised training carried out from 2004 and 2006. The
analyses are supported by theoretical presuppositions of Applied Linguistics about the
reading, writing and linguistic analysis process in teaching. The analysis showed in the
present work were selected considering their representativeness in relation to all the analyzed
exercises and the result points out that in the investigated universe, despite finishing the
course, there are few students who understand the necessity of searching for the text
meanings in the interaction between the author, the production conditions and the reader.
Most of these students, who will potentially become teachers in the first grades of basic
education, understand that during the reading process the text meanings are whether
attributed only by the reader or they are only extracted from the linguistic material. The poor
work with writing production, in its turn, is seen more as a way of filling time gaps than as a
meaningful activity in the children’s learning at the early school years. Finally, the linguistic
analysis activities often assign place for the normative grammar, with emphasis on the
metalanguage, in classes for children from 6 to 10 years old. Such dada allow concluding that
the investigated students reproduce the same models in which they had been taught, keeping
the circular movement which features the education in the country.
Key words: Teacher Education; Normal School; Teaching; Portuguese Language.
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