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Previous issue date: 2010-06-04 / T
he reflexive action on the process of texts (re)writing, central topic of this study, is
still a challenge within the elementary school. What made this issue a special theme
of study was the fact that the chosen focus is based on a lived experiences with (re)
writing activities where the uniqueness of the professional practice would be
transformed into a place of knowledge production, offering theoretical and a practical
support to a teacher, in order to understand the interactive nature of language as a
space for recovery of the individual (as a historical, social, and cultural being). The
empirical field research, structured in the light of assumptions of qualitative research
into the action research format, was a public school in Bahia, in a third grade
classroom. The instruments of data collection were open questionnaire, semistructured
interviews, observations with video recording, documentary analysis of
texts produced by students, and reflective sessions. The objectives that supported
the research study were: 1) Investigate, in the pedagogical action of teacher Maria,
activities on the writing process, 2) Interact with the teacher, in the form of action
inquiry to: a) reflect on the procedures for theoretical and methodological
development of reflective practice on the process of the (re) writing of the text, b)
intervene in the construction of didactic situations that enable the learning and the
development of reflexive actions in the (re) writing of texts. To accomplish these
goals, it was established as a commitment a dialogic communication with the
protagonist, providing reflection sessions so she could examine her teaching
practices. The most relevant theoretical arguments to the establishment of this
research came from the theoretical and methodological approaches of Bakhtin s
theory of enunciation-discourse (2003, 2004) and Vygotsky s socio-interactionist
theory (1989, 1998), as it is believed that both theories, through a paradigm shift, in
which the constitution of the individual and the participation of others in the actions of
analysis and reflection on the language, would give opportunities for internalization
and construction of knowledge. The systematic and critical pondering led the
participating teacher into reviewing her teaching praxis, compelling her to promote a
more insightful understanding of the writing process of her students. That
experirence brought into evidence three categories of actions: 1) actions that reflect
the technical rationalism, 2) actions that reflect an emancipatory metamorphosis, and
3) actions that reflect empowerment and awareness. The results confirm that the
action / reflection on the process of the (re) writing of a text has a dimension of
increasing levels of awareness and self criticism, reproducing other meanings for
teaching praxis / A a??o reflexiva sobre o processo de (re)escrita de textos, tema condutor deste
trabalho, ainda ? um desafio no panorama do ensino fundamental. O que tornou
essa problem?tica um tema especial para estudo foi o fato de se optar pelo enfoque
de uma viv?ncia de atividades de (re)escrita, em que a singularidade da pr?tica
profissional se transformasse em um local de produ??o do saber, oferecendo
subs?dios te?ricos e pr?ticos a uma professora, para compreender a natureza
interativa da linguagem, como espa?o de recupera??o do sujeito (ser hist?rico, social
e cultural). O campo emp?rico da pesquisa, estruturada ? luz dos pressupostos da
pesquisa qualitativa, na modalidade da pesquisa-a??o, foi uma escola p?blica, no
interior da Bahia, numa sala de aula do 3? ano do ensino fundamental. A constru??o
dos dados ocorreu atrav?s de: question?rio aberto, entrevistas semiestruturadas,
observa??es com v?deograva??o, an?lise documental dos textos produzidos pelos
alunos e sess?es reflexivas. Os objetivos que sustentaram a investiga??o desta tese
foram: 1) Investigar, na a??o pedag?gica da professora Maria, as atividades sobre o
processo de escrita; 2) Interagir com a professora, na forma de investiga??o-a??o,
para: a) refletir sobre os procedimentos te?rico-metodol?gicos para desenvolvimento
da pr?tica reflexiva sobre o processo de (re)escrita de textos; b) intervir na
constru??o de situa??es did?ticas que possibilitassem a aprendizagem e
desenvolvimento de a??es reflexivas no processo de (re)escrita de textos. Para a
efetiva??o desses objetivos houve o compromisso de se estabelecer uma
comunica??o dial?gica com a protagonista, proporcionando sess?es reflexivas para
que ela pudesse analisar sua pr?tica. As vertentes te?ricas mais relevantes para a
constitui??o desta pesquisa provieram das abordagens te?rico-metodol?gicas da
teoria enunciativo-discursiva de Bakhtin (2003; 2004) e sociointeracionista de
Vygotsky (1989; 1998), por se acreditar que ambas, atrav?s de uma mudan?a
paradigm?tica, em que a constitui??o do sujeito e da participa??o do outro, nas
a??es de an?lise e reflex?o sobre a l?ngua, proporcionariam oportunidades de
internaliza??o e da constru??o do conhecimento. A reflex?o, sistem?tica e cr?tica,
envolveu a professora na revis?o da sua pr?xis docente, fazendo com que a mesma
constru?sse uma compreens?o mais perspicaz do processo de escrita de seus
alunos. Isso fez com que se evidenciassem tr?s categorias: 1) a??es que refletem o
racionalismo t?cnico; 2) a??es que refletem uma metamorfose emancipat?ria e 3)
a??es que refletem a autonomiza??o e conscientiza??o. Os resultados corroboram
que a a??o/reflex?o sobre o processo de (re)escrita de textos possui uma dimens?o
em n?veis crescentes de conscientiza??o e autonomia cr?tica, produzindo
ressignifica??es sobre a pr?xis docente
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14294 |
| Date | 04 June 2010 |
| Creators | Gusm?o, Maria Aparecida Pacheco |
| Contributors | CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Souza, Ester Maria de Figueiredo, CPF:38330210553, http://lattes.cnpq.br/1466615757756354, Benevides, Araceli Sobreira, CPF:08750079883, http://lattes.cnpq.br/0001733569978457, Alves, Maria da Penha Casado, CPF:24162906491, http://lattes.cnpq.br/7377731555637172, Ribeiro, M?rcia Maria Gurgel, CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Lopes, Denise Maria de Carvalho, Campelo, Maria Estela Costa Holanda |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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