O processo de transposição didática do gênero notícia para o segundo ano do ensino fundamental: uma experiência formativa

Abstract

This research, carried out under the scope of Applied Linguistics, focuses on a collaborative training model in which the focus is the didactic transposition process of the news genre, experienced by a group of teachers who work in the 2nd year of elementary school, in a way to discuss and reflect on possible ways to work with genre in this teaching context. It is in this way that, seeking to anchor ourselves under an enunciative-discursive approach, from the theoretical perspectives of Sociodiscursive Interactionism by Bronckart (1999), and in methodological proposals by Dolz and Schneuwly (2004) in working with the text genres, that this research analyzes, from the development of a collaborative critical action research (THIOLLENT, 1986), linguistic-discursive clues that allow the identification of evidence of teacher awareness that can reveal the impacts of continuing education on the process of didactic transposition and acting teacher. Data were generated from semi-structured interviews and recording of pedagogical meetings, in a continuing education feature, with the group of teachers (six participants) working in the 2nd year of Elementary School I who were part of this research. The records of the meetings (dialogues and brainstorming) were audio-recorded and later transcribed to analyze the content of the speeches. Under the theoretical-analytical framework of Socio-Discursive Interactionism, we rely on Bronckart's (1999) text analysis model to develop the linguistic-discursive analysis undertaken, with the aim of analyzing the reflections, experiences, and meanings of experienced training, in order to understand which and how different factors could impact in the final product: didactic sequence with the news genre. The results obtained suggest that the interactions carried out in a training context were configured as a significant aspect by providing participants with an awareness of the teacher's actions, which in turn contributed to a greater understanding of how the didactic transposition process of the news genre takes place.