Um olhar sobre as práticas de retextualização em quatro escolas do estado do Pará

Abstract

We chose the theme retextualization as the object of analysis of this article, in order to seek answers to the following guiding questions: 1. Is the teacher uses the retextualization in their classes? 2. The teacher works the genres in order to develop the activities of retextualization? 3. The approach in the classroom, on retextualization is attuned to the curriculum and the Pedagogical Political Project? To answer them, we draw a general objective and two specific, they are respectively: 1. Check if the teacher didactically uses retextualization in their classes; 2 (a). identify how the teacher works the genres; 2 (b). analyze whether the curriculum and the Pedagogical Political Project of the schools emphasize the retextualization process. As a theoretical reference, we use the reflections of scholars: Andrade e Silva (s / d), Dell ‘Isola (2007), Marcuschi (2008) and Matencio (2002). We adopted as methodology the qualitative research. We selected two public schools and two private schools for this work, as well as four Portuguese-speaking teachers, about which we have made observations, interviews and documentary analysis. From the data analysis, we realized that two teachers were unaware of the topic retextualization; none had lesson plans and two were from schools that ignored syllabus and the Pedagogical Political Project. This research was possible to understand the teacher, whether public or private school, need to expand their knowledge through continuing education and reading authors that deal, effectively, theme retextualization.