Mediação pedagógica: desafios no ensino da produção textual escrita em Língua Portuguesa

Abstract

Mediation is a topic that has long been discussed in academia. However, most of the productions are focused on reading or digital technologies with regard to distance learning. The present thesis has as its theme pedagogical mediation as a critical action that enhances interventions in the teaching of written textual production in Portuguese. It considers that pedagogical mediation, when exercised satisfactorily engaged by the intentionality of the teacher, guides and drives the construction of knowledge in relation to the teaching of the text written from the procedural perspective. Thus, it is based on the hypothesis that the actions of the teacher, as well as the mediating elements used by him, intentionally, provide a process of mental imbalance/rebalancing in the student, implying the construction of new knowledge and its development. We also hope that, by establishing mediating elements related to the student's sociocultural experiences, using language as an instrument of mediation, the teacher contributes to the learner seeing meaning in the object studied and appropriate historical and cultural knowledge, which modify their actions and their human behavior. Based on these ideas, this thesis has as its general objective to examine, based on the notion of pedagogical mediation proposed by Vygotsky, the teaching mediation as a potentiating instrument of the teaching of written textual production in Portuguese. Its specific objectives are to verify, in the selected corpus , actions that reflect the role of the pedagogical mediator in the teaching of written textual production in Portuguese language; to identify socio-interactional aspects attenuating the difficulties of students, in pedagogical mediation activities, in the process of textual production written in Portuguese language and to broaden the Vygostsky's conception of mediation, integrating to it determining factors in the way the student acts, to think critically and to appropriate knowledge, which interferes in its written textual production. For this, bibliographic research was carried out on the subject and a semi-structured group interview was conducted with six teachers of the 5th year of Elementary School I about their teaching practices of textual production written in Portuguese. As a basis for reflection and data analysis, the idea of mediation conceived by Vygotsky (1991) of procedural teaching of writing established by Hayes & Flower (1980) was established; Passarelli (2012); Dolz, Gagnon and Decandium (2010); Santos Riche and Teixeira (2013) and sociointeractionism supporting the conception of language and teaching of Portuguese language. among others. As results, it was obtained that the interviewed teachers recognize the importance of the procedural teaching of writing and strive to perform pedagogical mediation in order to mitigate the difficulties of the students. In the stages of the writing process, the teachers most appropriated, pedagogical intentionality is perceived. Students and teachers develop a collective mediation, in the activity of textual review, having as principle the interaction and dialogicity. In the conception of mediation is still present the idea of "passing" information. The challenges in teaching the written text reflect the need to deepen study and discussions about writing as a process. Thus, it is concluded that there has already been a path taken with regard to mediation and the procedural teaching of the text. However, mediation will be better offered to students when teachers appropriate the entire process that involves the act of writing