Ensinar a ensinar língua materna no Curso de Letras do Instituto Federal Fluminense

• Ano de defesa: 2018
• Autor(a) principal: Silva, Marilia Siqueira da
• Orientador(a): Pereira, Maria Teresa Gonçalves
• Banca de defesa: Santos, Denise Salim , Camara, Tania Maria Nunes de Lima , Pimentel, Carmen , Zaccur, Edwiges Guiomar dos Santos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: BR
• Palavras-chave em Português: Institutos federais; Leitura; Escrita; Aspectos linguísticos; Língua portuguesa Estudo e ensino; Professores de português Formação - Brasil; Institutos federais de educação, ciência e tecnologia - Brasil; Aprendizagem; Linguagem e línguas Estudo e ensino
• Palavras-chave em Inglês: Federal institutes; Portuguese language; Reading; Writing; Linguistic aspects
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: http://www.bdtd.uerj.br/handle/1/6193

This work addresses the teaching of the Portuguese language in the Degree in Letters of the Fluminense Federal Institute (IFFluminense). Starting from the history of education in Brazil, the trajectory of Undergraduate Degree Programs, especially the one of Letters, is traced, since it is a new reality for the institutes to offer training in areas considered non-priority by article 7 of Decree 11.892 / 08, which establishes its creation as well as the percentages of its performance. The guiding elements of the teaching-learning process of the mother tongue are also discussed - reading, linguistic aspects and textual production - and the profiles of the faculty and the learners of the Program are elaborated, knowing that it is necessary to develop the double sides of teaching: the learning to teach. Learning to be a reader (if not already) to teach how to be the reader; learn to write in order to teach writing; learn to use the grammar resources to better teach the learners. In fact, it is a constant construction: the Undergraduate Degree teacher learns to teach how to teach a student-teacher, and such a task was and has been questioned by those who fail to envisage this competence in the Federal Institutes, taking into account their strictly technical background. Therefore, through the analysis of responses to questionnaires, statements of teachers and students of the IFFluminense Undergraduate Degree in Letters are presented concerning their reading background and their experiences during the first years of the Program, being such voices important not only to the profiles elaboration, but also to verify the influence of a technically, technologically and professionally oriented institution that prepares for the working world in the training of critical readers with linguistic competence and producers of clear and coherent texts.