Práticas de letramento do professor no Novo Ensino Médio: relações entre o trabalho prescrito e o realizado

Abstract

To perform their job, teachers engage in literacy practices encompassing pedagogical, bureaucratic, and extracurricular activities, which constitute professional literacy and are aligned with the prescriptions and norms present in the collective teaching work. These practices, in addition to being situated and intentional, mobilize values and attitudes. Thus, this doctoral thesis aims to investigate the literacy practices of language teachers in the New High School (NHS), considering the impact of this educational reform on both the curriculum and the activities carried out by teachers in their work environment. The general objective is to investigate the extent to which language teachers' literacy practices align with or diverge from the prescribed work for the NHS, understanding how the implementation of the reform impacts teaching practices. The specific objectives are: i) to identify the literacy practices prescribed for language teaching in the NHS; ii) to specify the knowledge that language teachers have regarding the prescriptions for the NHS; iii) to discuss the relationships between teachers' literacy practices and the prescriptions established for the NHS. The research falls within the field of Applied Linguistics in an interdisciplinary dimension (Moita Lopes, 2006), as it engages with other areas of knowledge, such as the humanities, social sciences, and labor studies, aiming to shed light on teachers' literacy practices in the specific context of the New High School. Methodologically, it adopts the qualitative-interpretive paradigm (Moita Lopes, 1994) with an ethnographic approach, focusing on work situations experienced by nine language teachers from a state public school in Paraíba. The analyzed corpus includes prescriptive documents such as Ordinance 13.415/2017 and the Paraíba High School Curriculum Proposal (2022), as well as data generated through class observations, semistructured interviews, and online questionnaires. In theoretical terms, the research is based on studies of literacy as a social practice, drawing from the works of Street (1984; 2011; 2014); Barton, Hamilton, and Ivanic (1993); Kleiman (1995, 2016); Hamilton (2000), with a focus on Workplace Literacy (Paz, 2008), following the perspectives of Souza-e-Silva and Faïta (2002). The approach to textual genres is grounded in the principles of Bronckart (1999; 2023). Regarding prescribed and performed work, it builds upon studies by Bronckart (2006, 2008), Lousada (2006), and Machado (2002, 2004, 2007). Concerning studies on educational reforms, it is based on discussions by Cássio and Goulart (2022); Costa and Silva (2019) and Frigotto (2016). Finally, the following results are highlighted: i) the Paraíba High School Curriculum Proposal (2022) prescribes literacy practices mediated by digital technologies through structured learning pathways; ii) due to the lack of continuing education courses, some teachers have not yet deepened their understanding of the changes introduced by the new educational model; iii) the literacy practices undertaken by teachers in their daily work are embedded with values and attitudes directly related to their profession and show a relative alignment with the prescriptions; iv) the ability to adapt prescriptions to real-world conditions fosters the teacher's continuous personal and professional development. In addition, it is essential to analyze the work situations of language teachers, bringing their voices to the forefront, giving them visibility, and enabling reflection and critical positioning in response to the changes introduced in the current educational landscape.