Letramentos e ensino de língua portuguesa no ensino médio: uma análise dos planos de estudos tutorados de Minas Gerais

Abstract

The objective of this research was to analyze the educational materials offered by the government of Minas Gerais during the pandemic, known as the Tutored Teaching Plans (PETs), with the purpose of identifying the perspectives of literacies proposed by the activities worked on them, aiming to identify the possibility of a critical linguistic formation of the students. We also aimed to verify the proposed literacies present in the materials' activities, as well as to examine to what extent the material favors or provides an enunciative-discursive approach to language, in addition to evaluating the degree of contribution of the activities and proposals of the material to the development of a critical posture in the student. For the design of this research, which is qualitative and based on document analysis, inserted in the critical/in/transdisciplinary perspective of Applied Linguistics (Moita Lopes, 2006; 2009; Pennycook, 2006; 2010), we based ourselves on the conception of language and linguistics in the Bakhtin circle, focusing on the idea of dialogic utterance; on the concepts of Literacy by Kleiman (1995 and 2007), especially the New Literacy Studies (NEL) (Street, 2014); and on the conceptions of reading by Coracini (2005) and Kleiman (2004). Additionally, we guided our perspective on educational practice in Freire (1967; 1976; 1987; 2021). The analysis was divided into four axes: utterances of (de)motivation made to the students; questions that focus on formal, structural, and grammatical aspects; exercises of interpretation and conception of reading present in the activities; and identification and analysis of the literacies practices observed in these questions. We observed that the utterances of (de)motivation present in the PETs often ignored the social reality of students from public schools during the pandemic. In the exercises that focused on the formal aspects of language, we noticed a structuralist approach, with little reflection and practical application of linguistic elements. The questions demanded that students follow pre-defined structures, with no room for reflection or critical positioning on the topics. As for the conceptions of reading, the decoding reading (Coracini, 2005) predominated, in which the student sought only explicit information in the text without questioning or critically interpreting it. Few exercises promoted reader-text-author interaction, and none, a dialogical perspective. In the literacy practices, we noted the predominance of the autonomous model, with exercises that objectified language and disregarded the socio-communicative properties of textual genres.