Nem pedra nem vidraça: um estudo sobre indícios de práticas educativas criativas no ensino de Português

Abstract

The aim of this research has focused on evidence of creative educational practices developed in the Portuguese teaching. The investigative problem is whether the perception of managers, teachers, parents and students of a school of elementary school in Araguaína, state of Tocantins, in regard to creativity manifested in the actions of the institution teachers, converges with the practices developed by professionals working in the field of Portuguese Language. In this sense, we choose as general objective to analyze practices carried out by Portuguese teachers of an elementary school in Araguaína, state of Tocantins, assessing the existence of evidence of creativity. With enrollment in the fundamentals of qualitative approach, research adopted the methodological principles of the case study. As techniques and research tools, uses: a) non-participant observation; b) semi-structured interviews; c) questionnaires and d) field diary. The theoretical foundation mobilizes, in particular, own studies of education and textual linguistics. The choice of school-field occurred by applying VADECRIE Instrument, quantitative and qualitative questionnaire comprising ten categories whose indicators enable the valuation of the degree of creativity of educational institutions. At the diagnostic survey phase, participated in the research management, teachers and parents of students. Data analysis shows that, for these populations, the investigated institution shows in their actions, strong evidence of creativity. When, however, in a comparison about what was said by those people and what we observe in the classroom, subsidized by interviews with our collaborators, we found a considerable divergence. Only one of the three teachers presents evidence of creative educational practices in their classes, in particular with regard to the activities of reading, assumed in that place as sense production activities; There is, in that class, an incipient process of (re) significance of Portuguese teaching, guided to a transdisciplinary education, eco formative and holistic. The other two teachers still conceive the act of reading as a mere exercise of decoding, essentially with the privilege of the grammar teaching. Both remain thus apart of the postulates of the emerging educational paradigm.