Trajetórias sobre o fazer pedagógico: análise dos saberes docentes em relação à produção de textos

Abstract

The present dissertation elects as object of study to verify the knowledge of the teachers for the work with the written production, through the continuous formation. It is assumed that the evaluation of a text constitutes a complex activity, in which are linked linguistic, textual and discursive issues. Add to this the existence of a tradition of prioritization of formal aspects, such as: spelling, grammar correction, punctuation, etc. Therefore, it is necessary the continuous formation of teachers in relation to the issue of textual evaluation from the perspective of Applied Linguistics. For the accomplishment of this proposed study, a theoretical research was carried out, on the production of written texts and the formation of teachers. In addition, a field research was carried out, which sought to analyze the contributions brought by a training course for the teachers' performance in a process of correction of essays related to the Serial Evaluation Program (PAS) focused on the evaluation of the author's abilities .Thus, the work is justified by the possibility of rethinking the teaching of textual production, which is often still based on a traditional approach, marked by the disregard of the constitutive discursiveness of a current perspective that values work with discursive genres and with the establishment of the subject-author. The data were obtained through an analysis of documents produced during the course and at the end of the essay correction work, namely: diagnostic test, activities carried out during the training course, final test, and evaluation questionnaire of the correction process. The analysis of the data was be based on the theoretical perspective of Discursive Textual Analysis (MORAES, 2003), in order to identify and compare the perceptions present before and at the end of the course. The results will allow both a resizing of teacher training actions to correct texts for the constitution of a bank of evaluators, as well as for the correction of texts produced by students of primary education schools.