Uma formação contínua de professores de Português adequada para a melhoria da competência escrita dos alunos
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2013
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Na sequência de uma profunda reflexão sobre o ensino da língua materna, os novos Programas de Português do ensino básico trouxeram consigo alterações no que concerne ao ensino explícito das competências específicas da língua.
No âmbito da competência escrita, compreende-se nestes programas uma orientação bem definida, e fundamentada nas teorias de análise psicolinguística assumidas na definição de um modelo de ensino explícito da escrita.
As orientações dos novos Programas de Português quanto a esta competência da língua, apesar de evidentes, não têm sido bem compreendidas por muitos docentes, que continuam a ensinar a escrita com base em conceitos inadequados e numa lógica de produto.
Assim sendo, colocámo-nos a pertinente questão: que formação contínua de professores de Português é necessária / mais adequada para levar os alunos a assimilar explicitamente processos de redação que lhes possibilite um domínio eficaz da expressão escrita?
Encontrámos uma possível resposta a partir da (re)definição de dois conceitos essenciais: a formação contínua como processo inerente ao desenvolvimento profissional docente; a aprendizagem da competência escrita, que acontece através de processos cognitivos, motivada por uma funcionalidade primeiramente social.
Apresentamos, nesse seguimento, um projeto de formação que se concretizará através da implementação de uma oficina de formação que pretende: esclarecer os professores de Português acerca da aprendizagem e ensino da escrita; capacitá-los no sentido de ensinarem explicitamente a escrita com base na compreensão desses conceitos e das motivações socioafetivas que a envolvem, bem como na inter-relação que a escrita mantém com as outras competências da língua; desenvolver e partilhar materiais pedagogicodidáticos que vão de encontro a essas finalidades.
Após um levantamento da formação oferecida aos docentes de Português nos últimos anos pelo(s) centro(s) de formação da área geográfica envolvente, realizámos um questionário dirigido aos mesmos professores acerca do impacto que essa formação exerceu sobre eles, bem como acerca do processo de ensino da escrita desenvolvido nas escolas.
A grande maioria dos professores demonstrou não estar familiarizada com alguns conceitos importantes e considerou bastante pertinente a ativação de uma formação neste campo.
Following a deep reflection on the teaching of the mother tongue, Portuguese new programs of basic education have brought changes regarding the explicit teaching of specific language skills. Within the writing competence, in these programs we understood a well defined orientation, based on theories and psycholinguistic analysis assumed in the definition of a model of explicit teaching of writing. The guidelines of the new programs on this Portuguese language competence, although evident, have not been well understood by many teachers who continue to teach writing based on inadequate concepts and in the product logic. Therefore, we put in a pertinent question: which service training of teachers of Portuguese is required / best suited to lead students to assimilate explicitly writing processes enabling them to an area of effective written expression? We found a possible answer from the (re)definition of two key concepts: lifelong learning as a process inherent in teacher professional development, learning competence of writing, which happens through cognitive processes, motivated primarily by a social functionality. Here, in this follow-up, we submit a training project that will be realized through the implementation of a training workshop that aims to: clarify the Portuguese teachers about the learning and teaching of writing; enable them in order to explicitly teach writing based on understanding these concepts and social and affective motivations that involve it as well as the interrelationship that writing keeps with the other language skills; develop and share didacticpedagogical materials that meet these purposes. After a stocktake of the training and continuing professional development offered to teachers of Portuguese in recent years by the teaching centre of the surrounding geographic area, we carried out a questionnaire to the same teachers about the impact that such training had on them, as well as about the process of teaching writing developed in schools. The vast majority of teachers demonstrated not be familiar with some important concepts and considered very pertinent activation of training in this field.
Following a deep reflection on the teaching of the mother tongue, Portuguese new programs of basic education have brought changes regarding the explicit teaching of specific language skills. Within the writing competence, in these programs we understood a well defined orientation, based on theories and psycholinguistic analysis assumed in the definition of a model of explicit teaching of writing. The guidelines of the new programs on this Portuguese language competence, although evident, have not been well understood by many teachers who continue to teach writing based on inadequate concepts and in the product logic. Therefore, we put in a pertinent question: which service training of teachers of Portuguese is required / best suited to lead students to assimilate explicitly writing processes enabling them to an area of effective written expression? We found a possible answer from the (re)definition of two key concepts: lifelong learning as a process inherent in teacher professional development, learning competence of writing, which happens through cognitive processes, motivated primarily by a social functionality. Here, in this follow-up, we submit a training project that will be realized through the implementation of a training workshop that aims to: clarify the Portuguese teachers about the learning and teaching of writing; enable them in order to explicitly teach writing based on understanding these concepts and social and affective motivations that involve it as well as the interrelationship that writing keeps with the other language skills; develop and share didacticpedagogical materials that meet these purposes. After a stocktake of the training and continuing professional development offered to teachers of Portuguese in recent years by the teaching centre of the surrounding geographic area, we carried out a questionnaire to the same teachers about the impact that such training had on them, as well as about the process of teaching writing developed in schools. The vast majority of teachers demonstrated not be familiar with some important concepts and considered very pertinent activation of training in this field.
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Orientação: Roque Rodrigues Antunes
Palavras-chave
EDUCAÇÃO, ENSINO, ESCRITA, EDUCATION, TEACHING, WRITING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, FORMAÇÃO CONTÍNUA, CONTINUING EDUCATION