Percurso autoral de escrita nos anos iniciais do ensino fundamental e necessidade de formação docente

Abstract

This work aims to discuss the authorial path of writing and the need for teacher training. This study is justified by the importance of teaching authorial writing in the initial school years, considering that the role of the teacher/mediator is fundamental in this process of student formation. Thus, there is a need for reflection on the need for teacher training when it comes to the theoretical/practical scope. A qualitative research was carried out through the action research method, in a small town school of Paraíba, Brazil, in order to investigate the lack of teacher training for teaching the authorial path described in the Pedagogical Residency Program. Methodologically, activities were developed in the classroom for the formation of beginning writers in the first years of elementary school, involving the conceptual explanation as well as the use of pedagogical activities through writing, reviewing and rewriting processes. The contents discussed here will contribute to the understanding of teacher training needs, regarding the authorial path teaching, to the identification of inadequacies in teaching practices related to the beginning authorial formation of elementary school students in the initial school years, and to the analysis of the importance of mediation for the development of textual skills. This study is based on the theories of Monteiro, Brazil, Arcoverde, Costa and Sucupira and Lacerda. The research results point to pedagogical practices and discussions that are connected with the teacher training needs, and when these are expanded, they might strengthen the teacher training process for pedagogical intermediations suitable for teaching the authorial path.