O ethos do professor de língua portuguesa do ensino médio em sua relação com as metodologias ativas

Abstract

This research presents a study on the ethos present in discourse of five Portuguese Language (PL) teachers from high school at a public school in western Paraná regarding the use of active methodologies in the school context based on written interviews. With the rapid and constant changes caused by technological development, a series of these changes in human processes have been influencing, among other topics, those linked to the generation, sharing and transmission of knowledge. Thus, teachers from the most diverse areas linked to learning processes try to carry out innovative practices that contribute to effective human development in their classes. In this context, the objective of this research is to analyze, through the theoretical bases of Discourse Analysis (DA), how the ethos of PL teachers are outlined with regard to the importance and obstacles they encounter with the insertion of active methodologies in your classes. Having as its theoretical assumption the theory of Discourse Analysis, based on the approach of Dominique Maingueneau, according to this author, this methodology proposes to study language taking into account its exteriority. Based on Maingueneau's theory (1997, 2005, 2006, 2008, 2011, 2014, 2015, 2016, 2020), we chose to analyze the ethos that construct and legitimize discourse, also aiming to analyze discursive characteristics of teachers' responses in relation to their activity as teachers. Therefore, with this research, we seek to interpret how the active methodology is perceived by the teacher, with all the changes that are occurring in teaching practices. The new skills required in the 21st Century demonstrate the need to consider the diversity of teaching methodologies and strategies for the training of students. The proposed study is an articulation of data and information from experience analysis using active methodologies in the classroom, empirical investigation, field research, with a qualitative approach. Through analysis, we observed that the ethos constituted in the discourses of PL teachers is the discursive ethos, concerned with the need to innovate their classes and, to this end, they make use of active methodologies, presenting, therefore, an ethos of an innovative teacher which takes into practice the constant search for improvement and construction of knowledge.