A palavra escrita e os processos de produção de sentidos: permanências e rupturas entre o passado e o presente - o ensino-aprendizagem em foco

Abstract

The Dissertation falls within the interface of the research lines History and Description of the Portuguese Language and Portuguese Language Writing and Teaching of the Post-Graduate Studies Program in Portuguese Language of Pontifícia Universidade Católica de São Paulo, reason why the issue discussed the teaching and the learning of the written word was guided by a historiographic view. The focus of this look, founded on a digressive perspective, enabled the rescuing by the alphabet invention history the milestones of the social cognition that guided the teaching and the learning of the written word, in the so-called historical social-cultural formations, which typify the writing Civilization, and, even today, guide its formal teaching in the contemporaneous societies. The permanence of these milestones is ensured by political-economical strategies that not only mystified and made the written word sacred, to institute the belief that a few men those who were specially "gifted" - could adventure in the art of the interpretation of the written word: a cultural asset of the humanity whose function is to register world knowledge produced in the history flow (according to Chapter I). The school institution, through a pedagogic model of instrumental character, has ensured this belief, circumscribing the written word teaching by the parameters of the contemporaneous traditional grammar that presupposes a didactic of the written composition in which the language is focused on its several sub-systems: phonological, morphological, syntactic, orthographic. The presupposition that the language is a homogeneous structure undervalues its diversity of uses, on the one hand, and, on the other hand, it reduces the study of the text to the application of phrasal rules applied to it and uses memorization strategies of these rules that use the official literature classics as a model of textual composition. These same strategies are within the teachers formation courses from whom it is demanded, today, the re-contextualization of teaching practices aimed at the proficient graduation of children and youngsters capable of incorporating the use of the written word into their daily discursive practices. However, the teacher s knowing relationships do not allow him to reinterpret his relationships with knowing how to teach the language in a use situation, where the linguistic knowledge work as resources for the textual production processes. It is added to these questions, in the case of the Brazilian society, a founding model of a bipartite school teaching, whose milestones bring alone the matrices of the colonial pact which gave origin to a school for the children of the colonized, aimed at the work market and another one for the colonizers children, aimed at the exercise of prestige professions or to exercise the power. Even after incorporating the civilization process founder of the industrial and thermonuclear societies and being inserted within the layer of the socalled era of the distance sign transmission , this old school model does not carry with itself the necessary strength to rebuild itself (as per Chapter II). In this manner, in Chapter III, it is presented a study aimed at the understanding of the reading writings, whose results enabled the presupposition of strategies that enable the extension of previous knowledge of learners of the written language in use. These strategies, supported by the contemporaneous linguistics scenarios, show that the textual production proficiency has the word as its starting point, as long as focused on as magic word : that one whose understanding and interpretative power can create new men for a new world