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Escrever é pensar duas vezes: o mundo, o texto e eu
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Orientador(es)
Resumo(s)
O presente trabalho apresenta um cariz a um tempo descritivo e reflexivo. Relata
as atividades realizadas e pretende levá-las a ser o mote para um trabalho crítico que nos
permita construir, através da experiência, as bases do futuro. Encara-as como resposta a
um “para quê?”, definidor de sentido da atividade docente.
A reflexão que realizamos tem como base o conjugar feliz de elementos e
acontecimentos de um ano de PES. Pretendemos revelar, no tratar destes, a fertilidade
dos desafios escritos, dos caminhos diarísticos e dos projetos de escrita, provocadores
da nossa capacidade de reinvenção. Um trabalho deste teor implica a exploração de
práticas e conteúdos não observados por metodologias exigidas no trabalho comum do
quotidiano, deste modo convoca a capacidade de superação de professores e alunos.
Mais pretendemos evidenciar que os desafios de escrita relatados e explicitados se
revelam particularmente eficazes para o desenvolvimento não apenas de uma
competência de escrita técnica, mas também de competências de ordem sociocultural e
socioafetiva, baseadas nas vivências dos alunos e na transfiguração das mesmas.
Trabalhá-lo em duas línguas permitiu-nos a localização do eu e do outro,
possibilitou-nos compreender que a alteridade é definidora e reorganizadora. Levou-nos
a estabelecer ainda diferentes metas e patamares, a testar os limites entre línguas.
Compreendemos, afinal, que (e como) a articulação de objetivos decorrentes de
competências linguísticas e de ordem socioafetiva se potenciam mutuamente.
This paper describes the activities executed and intends to make them the motto for a reflexive work that allows us to build, through experience, the basis of the future. It sees them as the answer to a “what for”, which defines the sense of teaching. The reflexion we make has as basis the blissful union of elements and events of a year of a supervised teaching practice. We intend to reveal the fertility of the writing challenges, the diaries and the writing projects, that lead to our ability to reinvent. This kind of work implies exploring practices and contents not seen in methodologies demanded for day-to-day work and summons the ability to surmount oneself in both teachers and students. We intend to show that the writing challenges that we present reveal themselves as particularly able to develop not only writing skills but also sociocultural and socio affective skills, based on the students experiences and their transfiguration. To do this in two different languages has allowed us to locate the “I” and the “other”, it has allowed us to understand that alterity is defining and reorganizer. It has also taken us to establish different goals and levels, to test the limits between languages. We understood that (and how) articulating linguistic and socio affective objectives allows them to potentiate on another
This paper describes the activities executed and intends to make them the motto for a reflexive work that allows us to build, through experience, the basis of the future. It sees them as the answer to a “what for”, which defines the sense of teaching. The reflexion we make has as basis the blissful union of elements and events of a year of a supervised teaching practice. We intend to reveal the fertility of the writing challenges, the diaries and the writing projects, that lead to our ability to reinvent. This kind of work implies exploring practices and contents not seen in methodologies demanded for day-to-day work and summons the ability to surmount oneself in both teachers and students. We intend to show that the writing challenges that we present reveal themselves as particularly able to develop not only writing skills but also sociocultural and socio affective skills, based on the students experiences and their transfiguration. To do this in two different languages has allowed us to locate the “I” and the “other”, it has allowed us to understand that alterity is defining and reorganizer. It has also taken us to establish different goals and levels, to test the limits between languages. We understood that (and how) articulating linguistic and socio affective objectives allows them to potentiate on another
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Ensino Projetos de leitura e escrita Leitura Diário identidade Alteridade Afetividade Writing Diary Reading Reading and writing projects Identity Alterity Affectivity