Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade

Abstract

Understanding how initial training students of a Language Undergraduate Course build their representations of reading teaching is considered a promising path for a self-identification of these future teachers in the process of engagement for a change in their performance, in building values as well as in their conceptual frame. From this observation, we posed the problem of this thesis: investigating to what extent the working framework interferes on representations on reading teaching in the context of initial teacher training under the Holistic Theory Activity in order to sensitize the undergraduate students to the reflexive heuristic value of their experience for purposes of professional capacitation. Therefore, to find answers for the objective, fortnightly meetings were held with undergraduate language students from a private college in Rio Grande Sul along the year of 2009 and at the beginning of 2010 in a time scheduled by the professor of the class. In these meetings, which lasted about two hours, theoretical discussions on reading teaching were held. The Holistic Theory Activity (Richter, 2010), which values a methodology set in a working framework, was chosen. Under this perspective, the concepts of framework selected for the discussions are the same which base the pattern model for didactic material with emphasis on reading, proposed by the Holistic Theory Activity. The discussions stimulated by the theories were materialized in testimonials which were written out by the students after each meeting. Besides the testimonials, a didactic unit was produced by them with no intervention so that at the end of the theoretical discussions it could be compared to a new didactic production. These productions were classified as corpus for triangulation. The basis for data collecting was action research, since it is known to promote a reflective practice, allowing the education professional to give a major step toward professional emancipation. This selfreflective procedure can lead those engaged in a productive teaching to examine their practices (Burns, 1999). To analyze the data, Corpus Linguistics was used. This theoretical-methodological approach allowed the interpretation of representations in light of a probabilistic and intuitive character. Thus, from Corpus Linguistics we used the softwares WordSmith Tools, version 4.0, from which we used WordList and Concord, and also the Semantic Mapper for the quantitative analysis. The qualitative analysis, i.e., data interpretation was done by the Holistic Theory Activity, proposed by Richter (2004/2011). The research concluded that the initial training students have not constructed a sufficiently solid framework to tie the resource-strategies mediation factors with concepts in relation to reading. From this, we diagnosed that these students have a metalinguistic knowledge about reading. Thus, even though they have not built a sufficiently solid framework, we perceived noticeable and significant improvements in their didactic productions after the intervention of these framework theories on reading. In summary, the researches concerning teachers representations in the context of initial training help in the change of the students actions and thoughts, sensitizing them in the reflexiveheuristic value of their experiences for professional empowerment.