Ensino e aprendizagem de escrita em língua inglesa na formação inicial

Abstract

With globalization, English language has proliferated beyond its frontiers, becoming an idiom also used by non-native people in all fields and activities of global social life. The research presented here, received impetus by the fact that we realized that in several high schools of southern Paraná and western Santa Catarina, the writing production activity in the subject of English Language does not occur, the classes were focused on reading and text interpretation. Thereby, the current study is justified by the relevance of the teaching and learning of writing of the referred language in teacher initial education, since the teaching of this capacity will be reflected in the basic education. This master’s dissertation has the aim to present an interpretative-qualitative research (DENZIN; LINCOLN, 2006), of ethnographic nature (ANDRÉ, 2012), grounded on Sociodiscursive Interacionism (BRONCKART, 2012, and followers) which general objective was to investigate how the work with writing in English Language classes is guided in a class of a Teaching Language Portuguese- English of public university in a town in Paraná. Specifically,this research tried: a) to investigate how the teacher leads the writing English classes in a fourth semester class of a Portuguese-English Language Undergraduation Course, b) to identify and analyze the main difficulties and challenges faced by students during their text productions; c) to interpret the students’ writing development in English language by means of their text productions, based on the language capacities (DOLZ; PASQUIER; BRONCKART, 1993). Data was generated by observing classes, video recording, classes, class transcriptions, and two activities, including writing and rewriting of a travel blog, resulting in two sets of data. The first was constituted by annotations and class transcriptions of observed classes which was grounded on content analysis (BRONCKART, 2012), observing if there was mobilization or not of language capacities. The second was based on the students’ first and second versions, which analysis relied on language capacities of action, discoursives and linguistic-discoursives (DOLZ; PASQUIER; BRONCKART, 1993), and of signification (STUTZ; CRISTOVÃO, 2011). Analysis results pointed that the classes were led by a dialogical way among the English teacher and her students, centered on the orientations and activities proposed by the didactic material mobilizing linguistic-discoursives capacities in a more meaningful way. In the same form, in students’ productions there was greater development in linguistic-discoursive capacities, improving learning of some morphosyntactic aspects of the target language. In regards of the other language capacities, action, discursive and signification, the results indicated that there was less intensity in teacher’s orientation and mobilization provided in the classroom, as in the mobilization of the capacities presented on the students’ text productions.