Description
The dissertation presented under the title : A study on conceptions of language and teaching practices in the face of textual production activities , results from the desire to
investigate what are the prospects that guide teachers work in the 5th year of elementary school in relation to production textual. Considering the relevance of the domain of writing and the use of textual genres in our society , we see the importance of school , in the role of lead agency for literacy , encourage work with textual production from the series / early years , due to the need for our students master early skills for the development of skills that ensure their proficiency to produce texts independently. The overall goal of this research is to verify how the conception of language adopted by the
teachers surveyed are reflected in the mediation of textual production activities writing process. So, we have for specific objectives i ) understand the design of the language faculty ,
identifying their relationship to the study of textual genres ii ) relate the answers to the questionnaire with the practice of teachers , checking if what was said about the conduct
of textual production process is concretized in class , and finally iii ) analyze the relevant aspects for the teachers in carrying out corrections of texts students. Worried , therefore, to examine : records of classes taught by three teachers of the public schools of the cities of Recife and Jaboatão Guararapes , questionnaires given to the same teachers and copies of texts written by their students. The theoretical basis was based on authors such as Ali (2003 ), Society and Brandão (2007 ) , Marcuschi (2008 ) , Travaglia (2009 ) , Koch (2010 ) , who argue the language as a site of interaction between the subject and the text as an event communication in which they articulate linguistic , cognitive and interactional expertise as well as the use of didactic sequences , and addressed by Schneuwly Dolz (2010 ) , as the work with
production of oral or written genres in school development strategy . However, analysis of the corpus has shown the design of language that underlies the practice of teachers
analyzed , which defines the conduct of strategies of textual production and training of the writer process. What might be viewed as the final result of the research is that the design of the language faculty ( language as an expression of thought or as a means of communication ) is reflected in the productions of the students , although these teachers have the knowledge about the necessity of exploiting textual genres that circulate
socially and use of didactic sequences as a means to promote such exploitation in a planned and articulated in the classroom . Another important observation is that the use of these strategies in order to promote the interaction of students with the knowledge and genders during the process of text production , thus demonstrating a breakthrough regarding the quality of teaching is already observed the language of work in dealing with textual production.
