PARADIGMAS EDUCACIONAIS

UM OLHAR PARA A PRÁTICA PEDAGÓGICA DO PROFESSOR DE LÍNGUA PORTUGUESA DOS ANOS FINAIS DO ENSINO FUNDAMENTAL

Abstract

Taking the context of research from classroom observations in elementary education (EF), this article aims to analyze the influence of teaching paradigms on teaching actions in Portuguese Language classes. The methodology consists of a qualitative approach of the case study type. Observations were made in Portuguese Language classes in a 6th-grade class at a municipal school in Remígio, state of Paraíba, from June to August 2024. The analysis corpus included notes in the field diary and the textbook. In the observed classes, the content and activity were taught based on the textbook, with a predominance of linguistic analysis (AL). The prevailing linguistic analysis trend in the educational material used is conciliatory. When analyzing the research, it is noted that despite the content being traditional, as well as the material used (textbook) producing traditional lessons, the teaching practice focuses on the complexity paradigm, in a holistic approach. Thus, even though the lessons observed at first seem to convey the image of a traditional lesson by only working with the textbook, this image disappears when viewed alongside the teaching practice.