Didatização de gêneros textuais e avaliação formativa: uma análise da apropriação do procedimento “sequência didática” por professores de português em formação inicial

Abstract

In the present research, we undertake a discussion about the teaching-learning of textual production based on textual genres. Our focus is the acquisition of procedures for the didactization of genders in the initial formation of Portuguese teachers. In this occasion, we propose the analysis of the appropriation of the didactic-methodological device Didactic Sequence by students of the licentiate course in Portuguese Letters of the Federal University of Pará, Campus Abaetetuba and Belém, establishing the following objectives: describe intervention proposals pedagogical approach involving the didactic-methodological procedure called "Didactic Sequence", elaborated by university students; analyze the characteristics of the proposals for intervention in the light of the theoretical assumptions on which they are based; to analyze the possible evidences of formative assessment processes – such as regulation, self-regulation, co-evaluation and self-evaluation – in the proposals studied; guidelines for favoring procedures of "gender didactization" by teachers in initial training. Our theoretical foundation is based mainly on the thinking about the discursive genres in Bakhtin, from the perspective of Sociodiscursive Interactionism and Language Didactics (BRONCKART, DOLZ, SCHNEUWLY et al.) and the Francophone formative (ALLAL, FERNANDES, FRISON et al.). As for the methodological procedures, we conducted documentary research, with a qualitative approach and with an exploratory objective; having as corpus of analysis proposals of Didactic Sequence elaborated by undergraduate students. Our analyzes lead us to perceive significant difficulties in the appropriation of new theoretical perspectives and of didactic-methodological proposals aimed at teaching-learning of the mother tongue, especially as regards the integration of formative evaluation to activities of textual production; we relate these difficulties to the previous school education of the university students, very marked – in the Brazilian context – by the textual production dissociated from a definite sociocommunicative context, by the use of the text as a support for the study of grammatical description and by the exclusive use of the summative evaluation in detriment of the formative evaluation.