A importância da formação linguística na prática do professor de língua portuguesa: contribuições e desafios no Ensino de Jovens e Adultos – EJA

• Ano de defesa: 2020
• Autor(a) principal: Oliveira, Danilo Antônio da Silva
• Orientador(a): Moura, Elisandra Filetti
• Banca de defesa: Moura , Elisandra Filetti, Silva , Gene Maria Vieira Lyra, Borges , Fernanda da Silva, Ferreira , Evandson Paiva, Souza Filho , Sinval Martins de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Ensino-aprendizagem; Linguagem; Língua materna; Formação de professores
• Palavras-chave em Inglês: Teaching and learning; Language; Mother tongue; Teacher training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11393

Language is conceived differently at each cultural and historical moment, which proves the dynamic view of it in the social environment. Therefore, this study started from the hypothesis that the existing problems in the teaching-learning process of Portuguese Language (LP) are strongly motivated in relation to language acquisition and the linguistic development of the subjects involved. As for the object of study of this dissertation, it is the students, the conducting teacher of LP, and the making of these subjects and the processes experienced by them, both research subjects inserted simultaneously. The study aims to investigate how the conception of language and grammar interferes in the practice of the LP teacher in the classroom; its role in the training and linguistic contribution of students of Youth and Adult Education (EJA); the interaction and relationship between the subjects involved in the teaching-learning processes; the mother tongue teaching methodology and its approaches applied to the school routine; understand how the schooling process takes place, as well as the implications related to public policies of this modality. It also aims to contribute to theoretical and methodological studies in teacher education. To reach these objectives, we used an action research, with the application of practices in focus groups, under the functionalist bias of language in the LP classes of the 3rd grade of High School in the EJA modality of a State College in the city of Goiânia, Goiás. Regarding the theoretical framework, we used the studies covered by Antunes (2003, 2007, 2014) Bakhtin / Voloshinov (1997, 1999, 2006, 2014), Paulo Freire (1979, 1980, 2002), Geraldi (1984, 1996, 2012, 2013), Halliday (1974, 1998), Marcuschi (2008), Neves (2001, 2015, 2019), Bortoni-Ricardo (2004, 2008), Travaglia (2009), Rojo (2006), among others. The action research, together with application of techniques by focus groups, culminated in the educational product The Gender Personal Report: Proposal for Teaching from the perspective of EJA, developed during the Professional Master's in Teaching in Basic Education of the Stricto Sensu Graduate Program CEPAE / UFG, from the records made in the Logbook. The product is available in the appendices and on the website entitled: The Tracks of Knowledge, of an instructive and expository character, containing the results obtained after the application of the pedagogical action / intervention carried out under the perspective of a Didactic Sequence (SD), using the discursive / textual genre Personal Report, produced by EJA students. In this way, the results were expressive regarding the process of linguistic development and teaching of Portuguese language of the subjects involved in this research.