Linguagens e suas tecnologias: a linguagem corporal no segundo ano do ensino médio gaúcho na 15ª Coordenadoria Regional de Educação

Abstract

This dissertation focuses on the problem of the conditions of use of Languages and their Technologies in the Gaúcho High School (EMG), more specifically, within the scope of Formative Itineraries, in the curricular deepening paths of "Corporal Expression, Health, and Well-being" - Track 14, which is directly aligned with the National Common Curricular Base (BNCC). The aim is to understand how the professional profile and education of Gaúcho High School teachers impact their performance in the 15th Regional Education Coordinatorship. The methodology used is characterized by bibliographic research and field research with a qualitative and quantitative approach. For data analysis, the Bardin's Content Analysis method (2011) was used. For the field research, a semi-structured questionnaire was sent via email to the directors of the 10 participating schools and then forwarded to eligible education professionals for the study. Thus, nine questionnaires were answered by the participants, which were categorized into two stages: professional profile and education in Gaúcho High School, and teaching performance in Gaúcho High School. By analyzing the sample, a profile coming from the field of Letters was observed, with the majority of professionals having considerable experience, ranging from 7 to 18 years, and the subjects taught, in addition to all components of Track 14, are Physical Education, Portuguese Language, Spanish, English, Literature, Arts, and Life Project. The profile selection was based on the Language area. The data reveal that most participants underwent the proposed education, incorporating official documents such as the BNCC, which did not occur with the "Caderno de Linguagens e suas Tecnologias," the specific material of the state network, in pedagogical practices. Regarding the used teaching materials, most mentioned the use of books, the internet, and videos, as well as the books proposed by the school. Therefore, concerning the curricular component, it is noted that it is necessary to incorporate creative practices, experimentation, and artistic creation, highlighting the production of visual, corporal, sound, audiovisual, and plastic narratives, in addition to aligning the skills of Basic General Training and the structuring axes with interdisciplinary knowledge objects and students' needs, promoting protagonism. When comparing the practices related to what is expected in terms of an interdisciplinary approach, discrepancies between the expected profile and the profile actually present are noticed, raising relevant questions about the diversity of training and skills of teachers and the need for a more robust investment in training and continuing education, so that it can align its practices with the expectations and guidelines proposed by SEDUC-RS, a gap that has persisted since the implementation of EMG in pilot schools. In this way, teacher training not only enriches the educational process, but also allows students the emancipation for their development in actively acting in the construction of a more conscious, fair and inclusive society.