A mediation experience in reading the curriculum proposal

Abstract

This qualitative research, based on research-action principles, had as aim the investigation of necessary knowledge to the achievement of the theoretical-methodological orientations of the Proposta Curricular de Santa Catarina”, published in 1998 which refers to the writing and reading teaching. It was developed with a public state school teacher in Florianópolis – SC, during the school semester from August to November, 2005. It was done interviews, classrooms observations and studying and reflection meetings with the researched teacher. Among the theories that worked on the support to the development of this investigation, it is pointed out the social-historical approach by Vygotsky (1991), and the enunciation theory by Bakhtin (1981). The experience in the reading mediation of the referred curricular purpose showed that processes of the frequent inter-speaking and in a straighter way, where the teacher can think about his practise, in a helping form, through the manner which goes interacting with the referred documents, have more immediate effects in the pedagogical practise in classroom, delivering the achievement of that necessary knowledge to the changing process. More than learn and achieve contends, the research, although with limits, pointed the importance of a formation process in somewhat the expectations, wishes, doubts and questionings of the teacher be the start point to the knowledge advance of the educational process.