“I think writing is fundamental"

Representations of Portuguese language teachers on work with textual production in school

Abstract

In this paper, a discussion of the relationship between the teaching of textual written production at school and the representation of Portuguese language teachers on the teaching of this competence is presented. Based on the theoretical and methodological framework of Sociodiscursive Interactionism (BRONCKART, 1999; 2006; 2008), this study, with a qualitative and interpretative basis, resorted to the generation of data to conduct semi-structured interviews, recorded on audio, given by two Portuguese language teachers of the public school system in a city in the state of Rio Grande do Sul. The analysis focused on the teachers' representations about the work with written textual production in their classes from two levels of textual architecture proposed by Bronckart (1999): the level of the textual infrastructure, focusing on the identification of the types of discourse, and the level of enunciative accountability, especially from the identification of enunciative mechanisms. The results obtained suggest that, although teachers are enunciatively responsible for their actions, there is still much to be done in relation to the teaching of written text production at school. It is considered that this research contributes to the investigations carried out in this field by reaffirming the importance of deepy understanding the reality of the classroom based on the representations of the teachers so that one can intervene in their teaching work in proposals for continuing education.