WRITING REPRESENTATIONS FOR PORTUGUESE TEACHERS AT HIGH SCHOOL / AS REPRESENTAÇÕES DE ESCRITA DO PROFESSOR DE PORTUGUÊS DO ENSINO FUNDAMENTAL

AUTOR(ES)

Maísa Augusta Borin

DATA DE PUBLICAÇÃO

2004

RESUMO

This thesis analyzes writing representations of high school Portuguese teachers who take part in the research project entitled Practice of Portuguese Teaching. To do so, it was used the sociointeractionist perspective based on the theoretical approaches by Vygotsky (1995, 1998a, 1998b) and Bakhtin (1992, 1995) in which language and writing are understood as interactive, social, historical and dialogic processes. Concerning the study of representations, it was carried out taking into consideration the studies by Jodelet (2001), Mynaio (2000) and Semin (2001). The methodology of this work was based on a qualitative approach, by constituting an ethnographic study (Erickson, 1990). Following the interactions of the reunions and of the texts written by the teachers, it was possible to rescue the history of the teachers writing as well as the construction of writing representations they sustain. The organization of the material allowed the creation of two categories of analysis: Category 1 The writing memory which was divided into three main subcategories, which are The writing process in elementary school, The writing process in high school and The writing process at university and Category 2 The teacher and the writing which was also divided into three main subcategories: The Portuguese teachers writing, The teaching of writing and The writing in/for the group. Such categories were divided into subcategories and, in which one of them; it was produced empiric assertions, considered representative of the teachers report in relation to the writing. As the result of the analysis, it was checked out a strong influence of the internalizations upon the writing as well as the strong pressure exerted by teachers and writings representations from which theses teachers think themselves. This way, the results allowed verifying that the analysis of writing representation presupposes the study of relationships established social and ideologically by the individual (the Portuguese teacher, in this case) with the object (the writing).

ASSUNTO(S)

educação português escrita letras ensino fundamental professores

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