The work with the punctuation in a Support Classroom

collaborative and pedagogical mediations

Abstract

This paper discusses the collaborative and pedagogical  mediations in the context of continuous teacher formation practice in a Support Classroom for Portuguese Language Learning (SAAPL, in Portuguese), 6th grade of basic schooling, in the South-Central region of Parana State, taking into account, specifically, the work conditions concerning the issue of punctuation teaching. Based on the historic and cultural approach and on the collaborative assumptions, it was made an attempt to guide and attend the practice of a SAALP’s teacher considering the way punctuation was taught in the classroom. The data gathering occurred after some theoretical and methodological interventions with the teacher in a collaborative way, providing theoretical support and guided discussions about the punctuation and their teaching in Portuguese language classes. The outcomes show that, by means of collaborative actions, the teacher: a) takes the punctuation issue as a SAALP‘s teaching object; b) starts to guide the students to notice, take conclusions and reflect about the purpose of punctuation in the text; c) reflects with the students on the importance of punctuation in the text; d) formulate work possibilities with punctuation marks, performing actions that were beyond his previous approach.