Concepções de linguagem e prática docente nas escolas públicas Ney Braga e Profª Dinare Feitosa, de Bom Jardim - MA

Abstract

This monograph deals with the conceptions of language in teaching practice, focusing on the question of how these conceptions influence and guide the pedagogical practices of teachers, taking into account that the way they deal with language undeniably influences their pedagogical practices. To this end, the general objective was to analyze how Portuguese language teachers in the final stage of Basic Education understand the conceptions of language and apply them in pedagogical practice and, consequently, how this reflects on the way students deal with this discipline. The research had as theoretical support authors such as Bakhtin/Volochinov (2006), Geraldi (2011), Koch (2003, 2007), Travaglia (2008), also supported by official documents such as: National Common Curricular Base 3 BNCC (Brazil, 2018), National Curriculum Guidelines 3 DCNs (Brazil, 2013) and National Curriculum Parameters 3 PCNs (Brazil, 1997). This is an exploratory research, in terms of objectives, and field research in terms of procedures, with data analysis following a quantitative-qualitative approach, with data collection carried out in two public schools that serve the Final Years of Elementary School. The results obtained indicate that, depending on the conception of language adopted by the teachers, the students tend to be more actively involved in the proposed didactic-pedagogical activities and, considering this motivating aspect, establish greater proximity with the Portuguese Language discipline, and this undoubtedly influences the relationship of the students with the language(s)