Formação de conceitos de ensino de leitura em português como segunda língua

Abstract

The aim of this thesis is to investigate how is processed the portuguese reading teaching concepts formation as a second language (PL2) in three initial formation teachers of a Language Course at UFSM. In order to follow the intersubjective construction process of the concepts of these undergraduate students about the reading teaching parameters and aspects, I analysed 21 diaries (reflection tools between theory and practice) produced by these teachers, after they had taught their classes to spanish speaking students of an extension course in a portuguese to foreign people laboratory. To understand the changes in the actions of these teachers, I took into consideration the think (cognition), the feel (affection) and the act (behaviour) of these future teachers, looking for uncovering their beliefs, their feelings and their behaviours. The diaries permitted diagnose through the Holistic Model of Educational Action-Research social practice (Richter, 2004, 2005) the cyclic organization of know about know, know about the know how and the know how of three students. The diaries were analysed having as a methodology Ginzburg Cues Method (1989), using Gee Discourse Analysis categories (1999) and D Andrade Folk Model of the Mind (1987), cognitive parameters, associated with Vygotsky Concepts Development Theory (1992). The study theoretical support was centered in three main directions: (1) teacher formation, (2) concepts formation and (3) reading, which were the base to the diaries linguistic materiality comprehension. The results point that if it is maintained a determined consistent and well grounded reading routine and a detailed, persistent and conscious work, keeping the spin of the planning-action-reflection spiral, we can rise the thesis that this procedure will lead to know about the know how genuine of teachers, permitting changes not just individuals, but also collective. Three aspects were emphasized in this investigation: (1) the maturation and transformation of the concepts and the behaviours, (2) the positive identification with the teacher role in the gradual teacher concepts formation through subjective reflexion, (3) the utilisation of diary, by teachers in inicial formation, as an instrument of pedagogical construction, allowing them to choose consciously about how to interfere in their own practices.