| dc.description.abstract | In this dissertation, the general objective understand the teaching of the Portuguese language from the representations of teachers about the work with written text production in the High School (EM), the last stage of Basic Education. For this, I conducted semi-structured interviews, analyzing how such representations dialogue or not with the Common Base National Curriculum (BNCC, BRAZIL, 2018), in the proposal of (New) High School.The generation of data comes from semi-structured interviews, recorded on videos, conducted with three teachers from the state public network of regular education in the city of Teresina (Piauí). The analyses focus on the representations of these teachers about their work with textual production written in the classroom, from two levels of Bronckart's (2006) textual architecture: the level of the general textual infrastructure, focusing on the identification of types of discourse, and the level of enunciative mechanisms, with a focus on identifying the marks of enunciative accountability. The results suggest that, although the teachers are enunciatively responsible for their discursive action in relation to written text production, it is clear that there is still a long way to go in relation to the teaching of written text production in high school. It is also evident that such representations do not come close to what is prescribed to mother tongue teachers by the National Common Curricular Base – BNCC (BRASIL, 2017; 2018), it is observed that the interviewed teachers do not seem to know the proposal foreseen for (New) High School. It is considered that this research contributes to investigations conducted in this sphere by reaffirming the importance of understanding this issue in more depth in the school reality, from the representations of teachers, so that, thus, it is possible to intervene in a more qualified way in their teaching work through proposals for continuing education. | en |
