Práticas para aquisição da proficiência na escrita em relatos de professores do ciclo de alfabetização

Abstract

The experience reports of literacy teachers are considered fundamental as a strategy for continuing education, which is provided to them by the National Pact for literacy at the correct age – PNAIC. In this study, reports of activities undertaken by teachers of literacy are analyzed, in which some inconsistencies and inadequacies related to textual coherence, stemming mainly from problems of articulation between the main purpose of the activities and other items that make up the reports are observed. The general objective of this study is to investigate the disarticulation between the goals and the procedures and the strategies of activities for the acquisition of proficiency in the writing of students of the cycle of literacy, aiming at the identification of elements that may contribute to the improvement of the educational practice of literacy teachers. Assuming that coherence is a feature of textuality, the theoretical support of this study is based on Charolles (2002), Marcuschi (2008), Costa Val (2008), Antunes (2009) and Koch (2015), among others, so as to examine issues concerning the unity of the experience reports. Some other studies such as those developed by Menegolla and Sant'Anna (2010), Luckesi (2011) and those who compose the notebooks of PNAIC (2013, 2015) are also part of the theoretical support of this study. This is an applied research of qualitative nature and the corpus is consisted of twelve (12) reports, selected from those presented as one of the mandatory activities of continuing education. Starting from an overview of the reports, the analysis comprises the contextualization of each one of the main goals of the experiences reported; presents elements that characterize problems of coherence, at a macrostructural level; and signals for the repercussion of these problems in the teaching process. The study provides evidence of weaknesses in the specification of appropriate strategies to achieve determined goals and allows us to infer that the disagreement or the global inconsistency verified in the reports may imply a kind of lack more broadly in nature, which involves the teaching process as a whole. It is expected that this work may contribute to broaden the understanding of the difficulties that occur in the teaching practice, revealed in the reports of experiences, and that dealing with them may improve the learning of the children of the cycle of literacy.