THE INFLUENCE OF TEACHING PARADIGMS ON TEACHING PRACTICE: REVISITING CONTENT IN A PORTUGUESE LANGUAGE CLASS

A REVISITAÇÃO DE CONTEÚDOS EM UMA TURMA DE LÍNGUA PORTUGUESA

Abstract

 This study analyzed the influence of educational paradigms on the practice of Portuguese language teachers through qualitative research, configured as a case study. Conducted in a state public school in Campina Grande, Paraíba, the research observed a 9th grade class. The observed classes took place during the afternoon shift, and they generally involved reviewing previously studied content, a proposal devised by the teacher. The corpus was composed of notes in a field diary, student notebooks, and the textbook Português Linguagens – 8th grade. The observed activities dealt with linguistic analysis (LA), evidencing a combination of conservative and innovative practices, revealing a conciliatory tendency, which points to the holistic approach of the complexity paradigm (innovative). Although the teaching material followed a traditional approach, the teacher adopted a critical and contextualized stance, encouraging active participation of students and promoting reflections on the use of language in different contexts. The analysis revealed the coexistence between paradigms and a more flexible approach, highlighting the role of the teacher as a mediator of the teaching-learning process in transformation, being a holistic approach within the paradigm of complexity.