A representação do professor de língua portuguesa no século XXI à luz do sistema de transitividade da linguística sistêmico-funcional

Abstract

Has the representation of the Portuguese Language Teacher remained the same or has it changed over the years? Do we teach Portuguese in the same way we’ve learned it? Do we, as teachers, reproduce models and experiences we had as students? This master thesisis based on studies about Portuguese Language Teaching, as well as on Systemic-Functional Linguistics, and it is the result of a literature reviewon this topics and a field research carried out between the end of 2023 and the beginning of 2024. This work aims to analyze the representation of the Portuguese Language teacher today through the analysis of the answers given by interviewed teachers who answered the following question: “How do you understand the role of the Portuguese Language teacher in the 21st century?”Thus, the main objective of this work is to analyze, according to the Transitivity System, the representation of the LP teacher through the processes and participants present in the texts produced by the teachers participating in our research. To this end, we based ourselves on Halliday (2014) and Fuzer and Cabral (2014), in light of the contributions of Systemic-Functional Linguistics, which understands and analyzes the Language based on the linguistic choices made by the speaker. Based on the data obtained from the 93 sentences analyzed, we conclude that teachers see themselves as responsible for the construction of their students’ linguistic knowledge, and may receive all the congratulations or blame for the success or failure of the teaching-learning process. This fact was evidenced in the answers given by these teachers and reinforces the idea that the lexical-grammatical choices made by speakers are conditioned by the context of the situation and/or by the context of the culture, thus revealing their representation of the world