Qualificação docente: a autorregulação da aprendizagem em prol do ensino da escrita de textos.

Abstract

This research arose from the need to contribute to the training of teachers with an emphasis on teaching self-regulation in favor of writing texts, since in recent years the school has presented high failure rates, mainly in third-year classes. The focus was to analyze the effects of an intervention project directed at continuied education, carried out with 6 teachers from the 2nd to the 5th year of elementary school at a state public school in the city of Pelotas / RS. From the theoretical-practical development, teachers were given an educational intervention carried out under the theoretical bases of selfregulation of learning organized in three stages. Stage 1: Literacy process and organization of pedagogical work: teaching performance, for the formative study and planning of initial writing activities. Stage 2: Self-regulatory processes for teaching essay writing: continuied education in service, with a focus on studies centered on specificities of work with written text production. Stage 3: Reflective process: evaluation of the practice of continued education for writing texts, aimed at analyzing the advances and difficulties encountered in relation to the practice of teaching and writing texts after continued education. The data for analysis were collected through reflective writing, audio recordings and interviews. From the discursive textual analysis, results were visualized on four categories: I) Systematization of Self-regulatory Processes; II) Effects on motivation for teaching; III) Teaching learning and its influence on the social and physical contexts of professional performance; IV) Resignification of the teaching staff: Effects on pedagogical practice. From the discussion of the categories, it was noticed throughout the pedagogical intervention that the participants started to feel more confident about the construction of their knowledge regarding to teaching skills, developing the pedagogical practice from a cyclical and multidimensional process, which potentiated the good results in relation to the construction of autonomy and professional practice concerning to text writing.