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Previous issue date: 2015-03-19 / This research aims to investigate the teaching practice undertaken by teachers with
training in Portuguese, turning their attention to the development of activities in the
classroom, with more specific interest in knowing how these teachers with training in
Learning Management Program - Gestar make use of their knowledge to perform the
Didactic Transposition. The research develops from three questions: a) Do the teachers
who participate in Gestar formation program have their practice founded on the
epistemological guiding principles of the course? b) What is the conception of language
that permeates the Portuguese language these teachers' teaching activities? c) How do
the teachers with training in Gestar Program appropriate the knowledge and performs
the Didactic Transposition? The research fits the principles of qualitative research and
based on that foundation the individual interviews content and data collected during the
observations of the Portuguese classes from four teachers were analyzed. The research
aligns with the theoretical contributions of Applied Linguistics and uses the concept
from Bakhtin?s Theory on Language (2012), specifically the interactions between
subject and language as a social, historical and dynamic phenomenon, and refers also to
the Didactic Transposition Theory following Chevallard?s assumption (1991) and
Rafael?s discussions (2001), and other relevant theorists to the discussion. As a result of
our analysis we found that the Gestar formation imprints a low range in changing on the
Portuguese teaching classroom practices, although it exert high influence in teacher?s
education and understanding of the language and education concepts that should guide
professional practice. The results lead us to reflect the need for strengthening and
deepening the discussions about the transposition of academic knowledge into school
knowledge. / Esta pesquisa prop?e investigar a pr?tica docente assumida por professores com forma??o em
L?ngua Portuguesa voltando sua aten??o para o desenvolvimento de atividades em sala de
aula, com interesse mais espec?fico em conhecer de que modo esses professores com
forma??o no Programa de Gest?o da Aprendizagem Escolar - Gestar) se apropriam do
conhecimento adquirido para realizar a Transposi??o Did?tica. A pesquisa se desenvolve a
partir de tr?s questionamentos: a) Em que princ?pios epistemol?gicos professores que
participam da forma??o do Gestar alicer?am sua pr?tica? b) Qual a concep??o de linguagem
que permeia as atividades de ensino de l?ngua portuguesa dos professores que participam do
Gestar? c) De que modo o professor com forma??o no Programa Gestar se apropria do
conhecimento e realiza a Transposi??o Did?tica? A investiga??o se enquadra nos princ?pios
da pesquisa qualitativa e com base nessa fundamenta??o foram analisados conte?dos das
entrevistas individuais e dados coletados durante as observa??es das aulas de L?ngua
Portuguesa de quatro professoras. A pesquisa se alinha com os aportes te?ricos da Lingu?stica
Aplicada e recorre a teoria da concep??o de l?ngua de Bakhtin (2012), especificamente a
rela??o entre sujeito e linguagem como um fen?meno social, hist?rico e din?mico e recorre,
ainda ? teoria da Transposi??o Did?tica seguindo os pressupostos de Chevallard (1991) e as
discuss?es de Rafael (2001), al?m de outros te?ricos pertinentes ?s demais discuss?es. Em
decorr?ncia de nossa an?lise constatamos que a forma??o do Gestar imprimi baixo alcance na
mudan?a das pr?ticas de sala de aula no ensino de L?ngua Portuguesa, embora exer?a alta
influ?ncia na forma??o do professor e na compreens?o a respeito das concep??es de
linguagem e de ensino que devem orientar o exerc?cio profissional. Os resultados nos levam a
refletir a necessidade de fortalecimento e aprofundamento das discuss?es a respeito da
transposi??o do saber acad?mico em saber escolar.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/159 |
| Date | 19 March 2015 |
| Creators | Nascimento, T?nia Maria Nunes |
| Contributors | Besnosik, Maria Helena da Rocha |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -4285438101026463257, 600, 600, 600, 3298115314873488434, -240345818910352367 |
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