Currículo e escrita: cartografia das pesquisas nacionais e suas tendências teórico-metodológicas

Abstract

This work is the continuation of our master’s degree research (Research Group CONTAR - CNPq | PPGED – UFRN, 2018), in which we focus on school policies for writing in different áreas, from Political Pèdagogical Projects analysis at Education Municipal System in Parnamirim/RN, city from Natal/RN metropolitan zone. Our studies on the context of relation between curriculum – writing teaching, the theoretical survey and the built results contributed to deepen the topic to doctorate standard. It also made possible to broaden the research into a national dimension. In this sense, we go back to these elements analysis in master’s dissertation and doctoral thesis developed in all Brazil regions by Post Graduation in Education and Language Studies Programs, over a nine-year period. Our corpus is made of twenty thesis and dissertation, collected oficial sites, such as: CAPES Thesis and Dissertations Catalog and Federal Universisty Of Rio Grande do Norte Institutional Repository. Our work is set as qualitative and documental research, meta research type, whose data analysis occurred through information systematization in categories, from corpus reading. We adopted the following research question: which research theoreticalmethodological approach, results and research perspectives deal with the relation between curriculum and writing teaching to Portuguese Language area in nine-year Elementary School? Our general aim consists in looking into theoretical-methodological tendencies and perspectives in research fields of studies that deal deal with the relation between curriculum and writing teaching. Our main specific aims has sought: I – To look into theoretical tendencies related to writing teaching; II – To investigate curriculum theoretical tendencies and; III – To identify results and perspectives at the topic studies. For this purpose, we have as theoretical-methodological references: Almeida (2007), Antunes (2003), Bakhtin (2011), Faraco (2009), Kieslich (2004), Koch (2006), Leite and Barbosa (2014), Marcuschi (2011), Meurer e Motta-Rott (2002) (bakhtinian conceptions, language, writing teaching); Libâneo, Oliveira and Toschi (2012), Lima (2014), Sacristán (2000), Silva (2015), Varela (2013) (Curriculum); Lüdke and André (1986), Flick (2009), Mainardes (2018), Mainardes and Tello (2016) (research methodology), among others. The results point out that the researches: are qualitative; mostly use documental analysis; converge to the same área and are based on language interactionist conception; define curriculum as a document that guides the writing teaching and that is a political environment. It salso contributes to improve writing teaching and the research field. In conclusion, carrying out this research enabled finding results to teaching and school in persuing a curriculum that regards writing teaching through discursive genres.