A relação entre a concepção de escrita e a mediação das atividades de produção textual : um estudo de caso da prática do professor alfabetizador

Abstract

The social changes experienced by contemporary societies have directly affected the forms of interaction and , consequently , has brought new demands for education which has among its tasks , prepare the new generations to interact socially. Such educational demands require new teachers teaching knowledge. In relation to mother tongue teaching, writing mode, there is an urgent need to redirect the teaching practice to a conception of writing as interaction. Thus, the present work is the result of a case study of the practice of a literacy teacher who had as main objective to investigate the design of writing that underlies the practice of teaching literacy teacher regarding the production of written texts before and after training continued in order to identify the impact of a continuing education program. To substantiate theoretically analyzes and reflections were used studies ANTUNES (2003); FERREIRO (2009); KLEIMAM (1995); ELIAS and KOCH (2009); MARCUSCHI (2007, 2008); MORAIS (2012); MORTATTI (2004); ROJO, (2005, 2009); SANTOS and ALBUQUERQUE (2007); SCHENEUWLY and DOLZ (2004); SOARES (1998, 2004, 2006, 2012); STREET (2010); TARDIF (2011); VEIGA and VIANA (2012),among others. The composition of the materials that comprise the corpus database UNICAP, they are responses to questionnaires and footage of textual production classes taught by a teacher literacy were used. With the results of the analysis , assuming that the continuing education constitutes an important tool for updating and qualification was possible to see that the modifications made on the design of writing adopted by Professor researched and therefore the mediation of activities textual production, were small . Situation that can be justified by the disregard of teaching knowledge at the time of preparation of the continuing education program offered by the teacher or researched little flexibility Program which was part of the teacher. Therefore, it is necessary to consider at the time of preparation of continuing education programs, teaching knowledge already constructed in his career to enable the reworking of ideas and therefore practices.