A Educação Linguística e o Português Brasileiro para fins específicos no ensino médio-técnico

Abstract

This Dissertation is located in the line of research “Reading, writing and teaching Portuguese Language”, of the Postgraduate Program of the Pontifical Catholic University of São Paulo (PUC-SP), and deals with the teaching of reading and production of texts with coverage in specific purposes, from the perspective of Linguistic Education. The approach consists of renewing teaching practice through mother tongue teaching focused on interdisciplinar work, concerned with the planning, evaluation and performance of the communicative competence of secondary-technical education students. The research becomes relevant as it seeks to renew the teacher’s practice, here named as a teacher-learner, in order to highlight that the teacher also learns from the students, who take on classes without often having obtained the most appropriate knowledge for this purpose level of training. The work is justified as it aims to help the Brazilian Portugbues teacher for specific purposes in secondary-technical education to diligently develop his/her task, with a view to putting into practice atitudes and strategies capable of placing the subjects od learning in a central position, a quality course is ensured, training critical citizens capable of carrying out their functions, through effective work with language. Therefore, the research seeks the attempt to present proposal for the application of Portuguese language teaching in the school and professional context, through work focused on the study and use of semiolinguistic textual genres, providing opportunities for critical and reflective teaching-learning work. The research is based on the assumptions and methodologies of Linguistic Education, reading and production of texts through textual genres, textual linguistics, in order to propose methodological practices for Portuguese Language classes in Secondary-Technical Education; It seeks to focus on communication, learner-centered teaching and encouraging the practice of reading and producing texts relevant to the chosen area. At the end, didactic sequences are presented, guided by linguistic education, in which teachers and students are part of a process of buiding teaching and knowledge, through categories of analysis that guide this path. The dissertation explores teaching practice through an approach that seeks to provide effective training work for teachers who work in teaching Brazilian Portuguese with a specific purpose, seeking to improve their pedagogical practice, thus achieving success in the development of this classes, highlighting the importance of reading in the social and professional life of the student, in this work, learner-teacher, in order to emphasize the active role of the student, because, at the same time as he/she learns, he/she also teaches, regardless of the chosen area. Thus, this study aim to reflect on the approach to teaching Brazilian Portuguese for specific purposes anchored in the perspective of Linguistic Education, in order to present and discuss effective teaching proposal for the teacher, teacher-learner, trained in Language, who works in high school courses integrated with technical education