THE WRITING PRODUCTION AND THE TEACHER’S WORK IN THE SUPPORT CLASSROOM

This paper approaches the writing production process of the textual genre “Response” on the teacher’s practice in a Support Classroom for Portuguese Language Learning (SAAPL, in Portuguese) - 6^th grade of a regular public school in the South-Central region of Parana State - Brazil.Based upon the concepts discussed by the Bakhtin Circle and the Applied Linguistics contributions in relation to reading and writing production, the work presented here aimed to attend and analyze a teacher’s practice in this context. The data collection took place before and after some theoretical and methodological interventions with the teacher in a collaborative way, providing theoretical support, guided discussions about the processes of reading and writing and their implications for teaching and learning of the language. The results indicate the necessity to provide the SAAPL teacher with theoretical and methodological support in regarding the processes, as well as to supervise and guide his/her practice during the work with the response in this particular context.

Written answer; Learning support classroom; Teacher’s continuous education

Authorship

Cristiane Malinoski Pianaro ANGELO

UNICENTRO – University Centro-Oeste do Paraná. Irati – PR – Brazil. 84500-000 - cristiane.mpa@gmail.comUNICENTRO – University Centro-Oeste do Paraná. Irati – PR – Brazil. 84500-000 - cristiane.mpa@gmail.comBrazilIrati, PR, BrazilUNICENTRO – University Centro-Oeste do Paraná. Irati – PR – Brazil. 84500-000 - cristiane.mpa@gmail.com

Renilson José MENEGASSI

Araucária Foundation. UEM - State University of Maringá. Maringá – PR – Brazil. 87020-900 - renilson@wnet.com.br Araucária Foundation. UEM - State University of Maringá. Maringá – PR – Brazil. 87020-900 - renilson@wnet.com.brBrazilMaringá, Brazil Araucária Foundation. UEM - State University of Maringá. Maringá – PR – Brazil. 87020-900 - renilson@wnet.com.br

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Tables

Tables (4)

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Chart 1
– Text “The Country Mouse and the City Mouse”

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Chart 2
– Text “Empty Wagon”

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a)Father and son were walking through the woods and heard the sound of a wagon. Based on the information given in the previous answers, write your understanding of the text. b)The father reached the conclusion that the wagon was empty because it was making a lot of noise. The father and the son were walking and they heard a noise of a wagon. The father concluded that the wagon was empty because it was very noisy. The son learned that in life there are people who look like an empty wagon, because they are rude, speak too much and are impolite. The son compared the wagon with a person who has no love, lies and offends friends. In order not to be like an empty wagon, we have to be kind, loving, fond and not offend friends. c)He learned that, in life, there are people that look just like an empty wagon, because they are rude, speak too much and are impolite. d)It can have flaws, no love, no kindness and with lies, be rude and bad. e)To not be compared to an empty wagon, we have to be kind, loving, fond and not offend friends

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Chart 3
– Comparative results

Chart 1 – Text “The Country Mouse and the City Mouse”

The Country Mouse and the City Mouse

Once upon a time a country mouse invited his friend, who lived in town, to visit him. On the appointed day, the city rat went happily and excited to the countryside to try new experiences. However, at lunch time, he was disappointed with the served dishes: bland lentil beans and some roots that tasted like fresh earth. Appalled, he said: “Poor you, my friend! No wonder you’re so skinny! Come live with me in the city and together we will eat the finest delicacies of this country!” And there went the two mice to the city [...]

MATTOS, Ângela. The Country Mouse and the City Mouse. Unpublished text, Curitiba, 2006.

Source: Organized by researcher.

Chart 2 – Text “Empty Wagon”

Empty wagon

One morning my father, who’s a very wise man, asked me to take a walk with him in the woods and I gladly accepted. He stood in a clearing and after a short pause, asked: “Can you hear anything other than the birds chirping?” I concentrated on what I was hearing for a moment and then answered: “I’m hearing what sounds like a wagon.” “Exactly; an empty wagon,” said my father. “How do you know the wagon’s empty if you haven’t seen it yet?” I asked. “Well,” replied my father, “it’s easy to tell that the wagon’s empty because of the sound it makes. The emptier the wagon, the louder the noise it makes!” Even after all these years and now as an adult, whenever I hear someone talk too much or too loud, trying to impress or intimidate, mistreating others, bullying, interrupting everyone’s conversation, being a know-it-all, trying to prove they’re better than everyone else or being stubborn and proud, I can still hear my father say:” The emptier the wagon, the louder the noise…”. RODRIGUES, Wallace Leal V. E, para o resto da vida... Matão, SP: O Clarim, s/d.

a)Father and son were travelling through the woods, when suddenly they hear a noise. What was that noise? b)The father, after listening attentively, said it was empty. How did he get to such conclusion? c)During the ride, the son learned a lesson he never forgot. What did he learn with the sentence “the emptier the wagon, the louder the noise”? d)The son compared the wagon to a person. Which are the flaws an empty person may have? e)What can I do in order not to be compared to an “empty wagon”? f)Based on the information given in the preview answers, write what you understood of the text.

Source: Organized by researcher.

a)Father and son were walking through the woods and heard the sound of a wagon.	Based on the information given in the previous answers, write your understanding of the text.
b)The father reached the conclusion that the wagon was empty because it was making a lot of noise.	The father and the son were walking and they heard a noise of a wagon. The father concluded that the wagon was empty because it was very noisy. *The son* learned that in life there are people who look like an empty wagon, because they are rude, speak too much and are impolite. *The son compared the wagon with a person who has no love, lies and offends friends.* In order not *to be* like an empty wagon, *we have* to be kind, loving, fond and not offend friends.
c)He learned that, in life, there are people that look just like an empty wagon, because they are rude, speak too much and are impolite.
d)It can have flaws, no love, no kindness and with lies, be rude and bad.
e)To not be compared to an empty wagon, we have to be kind, loving, fond and not offend friends

Chart 3 – Comparative results

Planning

a) Before the collaborative actions: – discussions led by the teacher are not linked to the content of the text; – it is asked only to read aloud; there is no shared reading; – the meanings constructed by students from reading are not explored; – the oral questions require a single answer, which should be brief; – the questions offered to the answers production are replications of questions asked in the oral discussion of the text; – only interpretative questions are offered; – the questions are directed to the teacher’s intended interpretation – the stages of the reading process are disregarded; – no specific guidance on the textual genre regarding thematic content aspects, style and compositional construction are developed; – a basic assumption of critical reading is ignored: the interaction with the text.

b) After the collaborative actions – predictions about the text are stimulated; relations between the pre-reading and reading are established; however, the questions asked are not centered in the central ideas of the text; – a silent reading is requested; the guided reading is carried out, emphasizing the meanings of lexical items of the text; – no oral questions to verify the meanings constructed by the students are not performed; there is only one teacher’s explanation; – the teacher has difficulties to work and encourage counterwords by the student; – textual, inferential and interpretative response questions are provided; – the stages of the reading process are considered for the questions formulation; – the student is guided regarding the modality of the offered questions; – the student is guided concerning the compositional construction, requesting from him the complete answer.

IMPLEMENTATION

a) Before the collaborative action – students are not given guidance in order to perform the production of answers.

b) After the collaborative actions – guidance and intervention in the implementation of complete textual responses; – assistance to students understand the statement and select the information in the inferential and interpretative responses; – there is little emphasis on textual information, which led to difficulties in implementing the inferential and interpretative responses; – the necessary order of the questions is disregarded when guiding students.

REVIEW

a) Before the collaborative action It does not happen.

b) After the collaborative actions – it occurs during and after the implementation of the responses; – it is made from the teacher’s perspective; – different types of answers provide different points of view in the review process: in the textual responses the review shows the compositional structure of the genre; in the inferential and interpretative it shows the textual content; – the teacher draws attention to the problem in production; – the student is proposed to change his/her text; – the student is guided to use linguistic-discursive operations of the rewriting process, prioritizing the addition and replacement.

REWRITING

a) Before the collaborative action It does not occur.

b) After the collaborative actions – it arises from the changes suggested in the review stage; – the adding operation in rewriting implies further review; – there is some time for making the answers public.

Source: Organized by researcher.

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Universidade Estadual Paulista Júlio de Mesquita Filho Rua Quirino de Andrade, 215, 01049-010 São Paulo - SP, Tel. (55 11) 5627-0233 - São Paulo - SP - Brazil
E-mail: alfa@unesp.br

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THE WRITING PRODUCTION AND THE TEACHER’S WORK IN THE SUPPORT CLASSROOM

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[TFN1001] Source: Organized by researcher.