Vol. 18 No. 46 (2024): INTERVENTIVE RESEARCH FOCUSED ON LANGUAGE TEACHING
INTERVENTIVE RESEARCH FOCUSED ON LANGUAGE TEACHING
Adair Vieira Gonçalves (UFDGD)
Eliana Merlin Deganutti de Barros (UENP)
Joaquim Dolz (UNIGE)
Letícia Jovelina Storto (UENP)
This thematic dossier aims to bring together papers based on interventional research - research in didactic engineering, collaborative, participatory and action research, among others - whose focus is on teaching and learning reading, on text production or on linguistic/semiotic analysis developed by researchers developed by researchers from Brazil and other countries, whether in the scope of Basic Education or Higher Education. From different theoretical and methodological approaches, the intention is to open an area for discussion and reflection on didactic proposals aimed at developing students' language skills with regard to discursive practices of reading, textual production and linguistic analysis, linguistics/semiotics, aiming at improving the quality of Portuguese language teaching. In this sense, we seek investigations dealing with the process of teaching and learning the Portuguese language from various theoretical-methodological arrangements, such as: elaboration and/or validation of didactic materials, construction and implementation of pedagogical intervention projects, didactic transposition of reference social objects in teaching objects, appropriation of genres in students' development process; as well as methodological proposals that seek to validate didactic innovations, solutions for teaching and/or learning obstacles, which bring reflections on the use of books or other didactic materials or the mobilization of didactic tools, among others. Questions that might function as a reflection space in the papers: what are the research objects?; what didactic devices and innovations are proposed?; what research methodologies allow a didactic validation of innovations? what are the didactic validation criteria?; what are the students' learning obstacles and how to overcome them?; what are the teachers' teaching obstacles and how to overcome them?; among others. In the case of Brazil, we open space, above all, for papers developed: in the Professional Master's Degrees Letras em Rede (Profletras) or in other Professional Master's Degrees that have lines of research focused on the teaching of language/languages, in Institutional Program Scholarships for Teaching Initiation (Pibid) and Pedagogical Residency Programs; which bring within themselves the focus of this dossier. Therefore, with this dossier, we hope to give visibility to interventional research carried out in the Brazilian academic context.
