Formação continuada de professores e a transposição didática externa dos gêneros artigo de opinião e notícia

Abstract

The teachers‘ continuing education, historically, has been presented as a necessity for the improvement of teaching work (MACHADO, 2009 [2004]; MACHADO; BRONCKART, 2009b; MACHADO; LOUSADA, 2010). With the publication of the National Curricular Parameters, the teachers‘ continuous education has been valid for the consolidation of knowledge of the theoretical-methodological basis that support these guideline documents of the Brazilian education. Based on this premise and relying on the epistemology of the Sociodiscursive Interactionism (ISD) (BRONCKART, 2007 [1999], 2006), on the engineering of the group of Didactics of Languages of the University of Geneva and in the grounds for the teaching-learning process of text genres (BAKHTIN, 2003 [1934/1935]; BRONCKART, 2007 [1999]) through didactic sequences (DOLZ; NOVERRAZ; SCHNEUWLY, 2004), was made the project of resultant research in this dissertation in which the objectives were: (1) support theoretical and methodological the teachers for the construction of didactic pattern and (2) elaboration of didactic sequences; (3) to apply the didactic sequences elaboration and (4) analyze qualitatively the results of different pedagogical practices by the application of didactic sequences. So, it was performed ―Teachers‘ Continuous Education for Portuguese Language Teachers of the Municipal and State Schools of Dourados/MS: The Sociodiscursive Interactionism (ISD) – from epistemological basis to the pedagogical praxis‖, that constituted the first step of the Research Project performed by the Post-Graduation Program, Master‘s Degree in Letras, of the Grande Dourados Federal University. In the second step of the project, the mediation of two professors was conducted; they had to accomplish the didactic transposition (MACHADO; CRISTOVÃO, 2006; NASCIMENTO, 2004; BARROS, 2012) of opinion articles and police news. Such trajectory was guided on the epistemological and interpretative tradition and in the qualitative paradigm of research-action of collaborative nature (BORTONI-RICARDO; PEREIRA, 2006; MIRANDA; RESENDE, 2006; CRISTOVÃO, 2009 [2004]; MAGALHÃES, 2009 [2004]), considering the didactic transposition can cause several transformations and displacements to knowledge (MACHADO; CRISTOVÃO, 2006), because the education objects ―migrate‖ from one ―real‖ locus to another, the locus of the school, therefore, it is understood that the teachers‘ education held in the format of the research action and collaborative work can be the way to reversion of ruptures in the ―didactization‖ of knowledge as well as of improvement of the teaching-learning process and the reflective teacher education. Thus, this dissertation presents a process of formative mediation, whose focus was on the transformation of scientific knowledge into knowledge to be taught and in the training of the reflective teacher. It is understood that such transformation and formation had been achieved, despite temporally and eventually, and that studies as the developed in this research foresee perspectives of changes in education, that‘s why they contribute for the studies of language and for the human development.