Prática de análise linguística como articuladora das práticas de leitura e produção de textos: um desafio para os professores de língua portuguesa em formação inicial

Abstract

Considering that PLA “emerges as a complementary alternative to reading and text production practices” (MENDONÇA, 2006, p. 204), the present research has as the general objective to analyze to what extent Portuguese Language teachers, when producing didactic activities, use the Practice of Linguistic Analysis as an articulator of reading and text production practices. This general objective unfolds into th ree specific ones: i) describe and analyze the context of production of didactic activities, considering the formative profile of undergraduates and the knowledge built on PLA; ii) identify the PLA activities, in the textbook, in order to categorize them i n terms of nature and functionality; iii) and to verify to what extent the PLA activities structure the practices of reading and text production in the units produced by the undergraduates, taking into account the following question: what are the challenge s faced by teachers in initial training of Portuguese language when focusing on the Practice of Linguistic Analysis? The theoreticalmethodological contributions used in this research were a brief history of how the Portuguese language was constituted in t he Brazilian territory (SOARES, 2002; BUNZEN. 2011); the Practice of Linguistic Analysis, covering issues such as what it is and how to teach, as well as bringing considerations from the PCN and the BNCC about this practice (MENDONÇA, 2006; SUASSUNA, 2012; GERALDI, 1984, 1997; FRANCHI, 1991); teaching materials in Portuguese, specifically the role of the teacher as a producer of teaching materials (VIEIRA SILVA, 2012; FONSECA; BORGES, 1999); finally, Systemic Functional Linguistics (HALLIDAY; MATTIESSEN, 20 04, 2014; FUZER; CABRAL, 2014), a theory that provided the analytical support for this research. The corpora are composed of a diagnostic questionnaire and three didactic units prepared by the undergraduates in Letras at UFSM. Our investigation found, from the analysis of the diagnostic questionnaire, that most participants follow the curricular sequence of the course, participate in programs such as PIBID and the Pedagogical Internship and had contact with the BNCC during their initial training. As for the production of didactical materials, one of the difficulties pointed out in this process was the work with PLA. All undergraduates believe that the PLA is the practice that articulates the practices of text production and reading. Furthermore, they advocat e a reflective work (epilanguage) in Portuguese language classes, not discarding the teaching of grammatical issues (metalanguage). The analysis of didactic activities revealed that despite of a significant number of utterances contemplating PLA, there is still a difficulty in articulating epilinguistic and metalinguistic activities, with scaffolding not being built for this articulation to happen. PLA structures, to a certain extent, the practices of reading and text production, but it is still necessary t o take a close look at this practice, which still presents itself as a challenge for teachers in training.