As concepções teóricas acerca do ensino da língua materna: um estudo com professoras do ensino médio

Abstract

This study inserts itself at the Education Line of Teachers and Educative Practice of the Educational Management Course of the “Centro de Educação”, UFSM. It is about a survey concerning the Mother Tongue teaching. The purpose of this study is to understand through this investigation the conceptions concerning teaching that permeate the pedagogical practice in context, specifically, recognizing what teaching knowledge are expressed at the organization of the pedagogical work, besides to identify the way teachers manage in an organized way their pedagogical action, observing what is focused at the Mother Tongue teaching currently in the context of a public high school. In order to do that, we did a qualitative survey from a socio-cultural narrative approach (BOLZAN, 2001, 2002, 2006), having as procedures the semi-structured and open interview and the documental analysis. The main authors who gave support for this investigation were: Bolzan (2001, 2002, 2006), Coll (1994, 2001), Esteve (1992), Freitas (1998), Geraldi (1984, 1996, 1997), Libâneo (2004, 2005), Perrenoud (2002), Schön (1992, 2000) and Tardif (2003). The participants of this investigation were Mother Tongue teachers of a public high school, in Santa Maria, RS. Within this perspective, we discussed new perspectives so that teaching can advance, from a Vygotski socio-cultural focus (1988, 1998) that conceives building knowledge and language development from relation and dialog between the person and his / her social and cultural environment. We also reflected upon teaching knowledge within a reflective perspective and a focus of collective participation. The school being one of these spaces, teacher is the mediator between the student’s individual context and the broader social context. In this way, it was necessary to systemize and organize this study from the following categories: stagnant conception, contradictory conception and conception in building that became in evidence through teachers’ narratives occurrences. It was observed, at the data analysis, the teaching saying, becoming in evidence a discourse that has not been appropriate enough and that therefore does not remain in their actions. Therefore, the Mother Tongue teaching is seen in an idealized way, moving away the theory from practice, as well as, the reflection in action (Schön, 1992) still does not really happen in the teaching actions, considering the analyzed voices.