A escrita como prática social de linguagem: ensino e concepções docentes no curso de meio ambiente do IFBA

Abstract

This work aims to contribute to the expansion of discussions on teaching textual production in High School, based on the analysis of teachers' theoretical conceptions in relation to their experiences and practices in the Technical Course in Environmental Management at the Federal Institute of Education, Science, and Technology of Bahia. It also addresses the implications of the professionalizing nature of education for the formation of the writing subject. From the socio-interactionist perspective of language, we analyzed how the data produced either align or diverge from interactionist discussions on language observed in official education documents (LDB, PCN, and BNCC), as well as in the Curriculum Political Program (PPC) of the Environmental Management course at IFBA. To achieve this, we opted for a qualitative research approach using semi-structured interviews to gather insights from the teachers actively engaged in the integrated Environmental Management course about their theoretical conceptions and practical guidelines that guide discussions and textual production activities in the classroom. Data analysis was conducted through a polysemic reading, prioritizing a reflection that considered the meanings constructed by the teacher, their choices within social processes in the school environment and beyond. The theme was approached based on theorists who discuss language, specifically writing, as a social interaction activity, guiding the research stages and enabling an analysis coherent with the proposed objectives. Among them: Antunes, 2003; Bronckart, 1999; Bakhtin, 1982, 2000; Camps, 2006; Geraldi, 1998; Koch, 2006, 2007; Koch; Elias, 2010; Marcuschi, 2001, 2008; Orlandi, 1996; and Val, 2016, who were fundamental in understanding writing related to Portuguese language teaching, changes in language conceptions over decades, discourse genre studies, social and linguistic practices, and other unfolding discussions. From this theoretical foundation, it was observed that the teachers are aware of the need to promote socially situated writing and practices geared towards teaching with interactionist characteristics in the field of language. However, there are still many challenges in building effective practices, with reported difficulties regarding workload, integrated Portuguese language teaching, socio-economic issues, and other details that still hinder school writing that promotes learning for various communicative situations related to social contexts and the professional field in the Environmental Management course at IFBA.