Entre a tradição e a re-significação de práticas de ensino de portugues como língua materna

Abstract

This is the collaborative research account realized with a mother tongue teacher returning to classroom after ten years out. The research is proposed to a reflexive space to confront different curricula politics concerning teaching portuguese as mother tongue. The goal is describe how the other teacher s practices and professional identity are constituted. The languge and the teaching language are based on post-structuralist perspective to understand the discourse constitutive and constituted by individual actions in the social world. The focus on the constituve nature of discourse need an analytical intruments to reveal the agency. Thus, the metaphor (Lakoff & Johnson, 1980; Cameron, 1999) as discursive practices and the positioning theory (van Langenhove & Harré, 1998) show up very productive to describe desires, choices and actions of co-researchers. In a qualitative way, the research identify grammar, discourse genre and reading as teaching practices questioned in the reflexive-collaborative process. The grammar and the discourse genre are the theoretical constructs directly confronted. Although the opposite presented theoretical constructs, they are conciliated by portuguese mother tongue teacher