O que as narrativas das professoras da École Maternalle nos dizem sobre o ensino da língua materna

Abstract

The present article brings a clipping of the data analyzed in a Master's research in which the objective was to analyze what the French teachers prioritized in relation to the teaching of the mother tongue with four-year-old children. The contact with a École Maternalle, in Paris/France motivated the interest in carrying out research in that territory to understand better how language teaching occurs in this context. That way, this text has the following specific objectives: 1) to identify the teachers' conceptions of language teaching and 2) to seek evidence of how the deponents understand the concept of language, based on their narratives. Based on the enunciative-discursive perspective, on authors who discuss language and teaching, as well as on the considerations of New Studies, narrative interviews were conducted with two teachers who teach at two public schools located in Paris. The dialogical-discursive analysis carried out highlights the teachers' view of language teaching - notably, speaking and writing French correctly, so that all children - whether French or immigrants - can be inserted in the social context.