Conceptions of teachers on their teaching practices using the narrative type before and after a metatextual intervention program

Abstract

This article aims to identify, under the teachers conceptions, their pedagogical practices developed with the narrative type before and after a metatextual intervention program. Two teachers and 27 students from the 4th year of elementary school of two public municipal schools in the State of Parana participated in this study. The collaborative and purposeful research had 5 stages: a) investigation of the teacher’s pedagogical practices using the narrative type; b) evaluation of the student’s narrative scheme; c) holding meetings with teachers for study of the subject and an intervention proposal; d) intervention in the pedagogical practice focused on the production of narratives written by students; e) evaluation of the student’s written narratives schemes and the proposed pedagogical practice. The data was collected in individual and semi-structured interviews with the teachers. The interviews were transcribed and analyzed through its contents, setting up thematic categories. The results indicated that the absence of structure domain and the organization of the narrative type interfered in the planning of pedagogical strategies. The educational practices developed were focused on the use of language, emphasizing the regulatory aspects of grammar. After developing the program, the practice directs its focus to the reflection on the language, including explicit instructions on the production of the narrative type. We conclude that a planned and short educational intervention favors pedagogical practice focused on the production of more elaborate and complete written narratives by students.