Desenvolvimento e sistematização de uma experiência formativa para a reposição de aprendizagens das habilidades de leitura e produção textual à luz dos mapas de foco da BNCC

Abstract

The study develops and systematizes a formative experience for the replacement of didacticpedagogical learning activities of students in the 6th year of Elementary School, in reading and textual production, through the Focal Maps (MF) of Portuguese Language, of the National Common Curricular Base – BNCC. The main objective of the study was this formative experience involving a Portuguese language teacher to become aware of the process of planning and managing teaching-learning activities of her students' skills, reading and textual production, according to the MF of the BNCC. The thesis was theoretically based on authors who support the categories: teaching-learning, teacher training and professional development, among them: Schön (2000), Vygotsky (2005), Pimenta (2010), Tardif (2014), Leontiev (1978), Ramalho, Núñez and Gauthier (2003); in terms of language, Bakhtin (2003), Geraldi (1996), Rojo (2012), Leffa (1996), as well as official documents such as the LDB (1996), the PCN (1997), the DCN (2013), and the BNCC (2017). This is collaborative research, focused on the professional development process of a very academically qualified professor, PhD in Applied Linguistics. At the methodological level, a formative protocol was elaborated to guide the planning and management of the stages for the teacher's awareness for the acquisition and apprehension of reading and textual production skills. The author's records (observation, questionnaire, field diary, discussions with the teacher); activities developed with the teacher (pedagogical analyses and evaluations, planning, and records) and the contribution of the MF/BNCC, during the nine stages of the formative experience, evidence the process of becoming aware of the teacher about what she did not know or was not clear about, exposing her theoretical, methodological and didactic-pedagogical limitations that compromised the organization of the management of the activities of replacement of the learning of reading and production of texts of its students. During the stages of the formative experience, the teacher begins to verbalize what she learns about the Focal Maps, starting to (re)elaborate diagnostic activities in a conscious way, identifying the students' learning levels through didactic-pedagogical mappings structured for the monitoring of learning. At this stage, changes are evidenced in the teacher's professional thinking about the students' learning, which in her initial view presented a performance far below expectations regarding reading skills and textual production in the 6th year of EF. Finally, it can be seen that the formative experience begins to have a systematic impact on the teacher's awareness when she begins to confront and expose the limitations of the previous activities she performed in the daily routine of the classroom, with those she began to develop and systematize, following the levels of learning that she was achieving with her students, through orientations and discussions with the mediator teacher. The research also gave rise to developments entitled social product of the research, going beyond the walls of the school and reaching the municipal education department and three other schools in the education network. This impact requires new measures on the part of the school's management team to monitor the effectiveness of the training process and, to a large extent, new needs that can be met when it is intended to achieve the constancy of the results obtained.