(In)adequações curriculares no ensino de Língua Portuguesa: planos de ensino e práticas docentes de três escolas no município de Santarém
The following research project intends to contribute so that reflections about the teaching of the Portuguese Language are made following the reading-writing-orality axis and to do so it followed to following methodological referrals: theoretical support that consisted on the research and theoretica...
| Autor principal: | TAVARES, Mariley Simone Corrêa |
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| Grau: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Oeste do Pará
2021
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| Assuntos: | |
| Acesso em linha: |
https://repositorio.ufopa.edu.br/jspui/handle/123456789/441 |
| Resumo: |
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The following research project intends to contribute so that reflections about the teaching of the Portuguese Language are made following the reading-writing-orality axis and to do so it followed to following methodological referrals: theoretical support that consisted on the research and theoretical study about the works already developed about the theme and empirical study that unfolded in five stages, which were: formalization of research; reading and analysis of the Teaching Plan for the city of Santarém, state of Pará; reading and analysis of the Pedagogical Political Projects of the overserved schools; application of the questionnaires to the observed teachers’ and non-participant observation. The general goal of this project consisted of analyzing in what level are the curricular and teaching (in)adequacies in what concerns the teaching of the Portuguese Language on the 9th year of the Fundamental Teaching II (equivalent to freshman year of high school) in three schools of the city’s public districts in the municipality of Santarém-PA. The specific goals of this research are: discuss the legal, pedagogical, and didactic context of the curriculum of the researched schools in what refers to the teaching of the Portuguese Language; identify the methodological tools used by the Portuguese professors. In face of this, field research had the following problematic: how is the teaching of the Portuguese Language providing moments that allow the construction of knowledge, if the subjects that start the movement of the teaching-learning axis, are, most likely, on the wrong way? And to what point do the probable curricular (in)adequacies of these subjects hurt or guarantee the learning rights of the students? |