Arquivo pedagógico e autoria: uma proposta de práticas de leitura e produção textual na escola

Abstract

The present research emerged from some concerns with the practices of reading and textual productions in basic education. The work with these practices, in schools, happens in a naturalized way and uses the text to carry out grammatical activities, thus, the student distance himself increasingly from the text and discursive practices of reading and writing that collaborate to promote the authorship of these students. The discussion of issues that involve this whole process contributed to the elaboration of a notebook of activities with the theme “Citizenship” focused on the middle school that makes use of the pedagogical file (INDURSKY, 2019) with the intention of promoting the authorship of students in the school space, and thus train critical citizens active in society. The pedagogical file deals with the proposed theme and is subjected to new insertions, that is, it is a collective construction, available to students and teachers and can develop a network of memories and expand the reading stories of students and educators. The use of the pedagogical file together with the activity book aims to lead teachers to reflect on/ in daily practices and recognize the importance of the use of this material, which can work as a linguistic instrument (AUROUX, 2014), and its relationship with language in the classroom. The proposed theme in this research has its relevance, since it seeks new paths, capable of breaking with demotivating practices. The general objective is to propose a set of reading and writing practices based on the contributions that the pedagogical file can provide in the classroom, with a view to promoting authorship by students. The work is based on the theoretical assumptions of the materialistic Discourse Analysis (PÊCHEUX, 1969) and is supported by the contributions of ORLANDI (2001; 2012; 2015), LAGAZZI (2017) and INDURSKY (2001; 2009; 2010) that are necessary for the study of reading and writing practices in school, from the perspective of Discourse Analysis. The study based on this theory understands that the work with the pedagogical archive and the activity book contributes to the promotion of authorship in the school space and leads teachers to reflection, breaking with mechanized practices. Thus, the material produced in this research has the potential to promote meaningful learning with the use of language and propose reflections on the pedagogical discourse (ORLANDI, 1987) present in school.