A produção de memórias no ensino fundamental: retextualizações e reescrita(s)
Considering practices that guide the teaching of textual production as well as seeking a teaching that goes "beyond normative grammar", this work presents the analysis of the memoirs produced from the application of a didactic sequence in a 7th grade class in a state school in the city...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26735 |
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| Resumo: | Considering practices that guide the teaching of textual production as well as seeking a teaching
that goes "beyond normative grammar", this work presents the analysis of the memoirs
produced from the application of a didactic sequence in a 7th grade class in a state school in the
city of Natal (RN). Thus, by re-signifying pedagogical practices to develop language skills and
abilities, we went through seven phases of activities designed to promote at different levels, in
particular, the writing competence of the students involved. To support the work, we used the
didactic sequence model presented by Dolz, Noverraz e Schneuwly (2011). The choice of the
genre memoirs came from the fact that it was one of the genres requested in the 5th edition of
the Portuguese Language Olympic (OLP) Writing the Future, and especially for difficulties
revealed in the students' productions in previous editions of the program. In this sense, the
proposal focuses on the systematic work with the (re)textualization of texts that give base to the
content of the memoirs and has as general objective to contribute with reflections about the
teaching-learning of textual production. The theoretical framework that guides this dissertation
is based on studies on conceptions of language carried out by Geraldi(2012), Koch (2006); on
teaching-learning of textual production by Bunzen (2006) e Marcuschi (2010); on conceptions
of textual/discursive gender, presented by Dolz, Noverraz e Schneuwly (2011), Marcuschi
(2010); on the approach to the genre of memoirs by Altenfelder e Clara ([2016]), Köche e Boff
(2009); on the concept of memoirs discussed by Brandão (2008), Le Goff (2013), Maciel
(2004), Prado e Soligo (2007); on the relations between orality and writing presented by
Marcuschi (2007); on discussions about re-textualization, presented by Dell’Isola (2007),
Marcuschi (2010), Matencio (2002) e Silva (2013); and rewriting by Matencio (2002). It is a
research-action, of qualitative nature, whose focus is on the analysis of re-textualizations of
previous interviews that the participants (students) of the research carried out with residents of
their community for the writing of memoirs. The analysis, along with the rewriting, pointed out
in the produced memoirs the appropriation of the content reported through the interviews, as
well as an adaptation to the genre memoirs regarding the compositional structure. However,
linguistic aspects related to the genre under study deserve attention in the initial production,
being improved in the final production. In addition, the participants also experienced several
events: field class, awards (OLP School Phase), among others. Thus, we verify the importance
of providing the students with social practices that go beyond the walls of the school, promoting
an education for life. |
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