TEACHING PARADIGMS UNDERLYING PORTUGUESE LANGUAGE TEACHING PRACTICE IN HIGH SCHOOL (H.S)

A CASE STUDY

Abstract

Based on observation of classes in High School (H.S), this academic paper aims to analyze the influence of educational paradigms on the practice of Portuguese Language teachers. The methodology was guided on a qualitative research approach of the case study type. Observations were made of Portuguese language classes in 1st and 2nd grade at HS, at a state school, in Campina Grande city – PB, from March to April 2024. The corpus analyzed were the notes in the field diary, as well as the activities and drawings created by the teacher. The activities analyzed include reading, writing and linguistic analysis (LA). The predominant conception of reading is comprehension. The predominant writing practice is school essay. AL's tendency is conservative and conciliatory. These conceptions/trends indicate that there is an oscillation between the conservative and complexity/emerging/innovative paradigms, since the practice adopted indicates a holistic approach, but in other circumstances the technical conception of teaching is presented. Therefore, there is no single paradigm present in teaching practice, which shows the complexity of the LP teaching-learning process.