O trabalho docente no ensino de escrita em um curso popular para concursos

Abstract

The purpose of this Master's Degree investigation is to understand an intern teacher’s teaching work setup when it comes to teaching how to write in a training course for participation in ENEM [National Middle Education Exam]. Studies on teaching work assume that it includes agents that influence and interact in this activity. This dissertation is supported by the assumptions of Sociodiscursive Interactionism (Bronckart, 2006, 2015; Cristovão; Magalhães, 2018; Machado, 2002), principles of the Clinic of Activity (Clot, 2007, 2010), and understanding how important it is that teaching writing be facilitated by texts belonging to different textual genres (Dolz; Gagnon, 2015; Pasquier; Dolz, 1996). As a methodology, the work of the intern teacher was monitored for three months, generating data both from field journals and conversations between the researcher and the intern teacher, which were later transcribed and reviewed based on three categories: (i) interaction with students, (ii) training and experience, and (iii) planning. The results lead to understanding teaching work as challenging and conflicting in the context of a Popular Course for Entrance Examinations. The interactional dimension (Bronckart, 2006, Machado, 2007, Cicurel, 2020) is highly required, although it is difficult to be achieved in supervised classes. As to training and professional experience, the work environment and the challenges faced by the intern teacher support the reflection on the intern teacher’s actions, making it formative and powerful for questioning their teaching actions (Clot, 2010, Gatti, 2013, Nóvoa, 2017); finally, as to planning classes to teach writing, the teaching work reveals itself as an activity whose planning is both fundamental and subject to constant changes (Schneuwly; Martin, 2022, Schneuwly; Dolz, 2004, Machado, 2007), due to the unprecedented nature of the classroom events.