O plano de texto no gênero relato pessoal: uma proposta de intervenção em aula de língua portuguesa
In this work, we chose as object of study the text plan materialized in the genre Personal Reporting. It is an investigation based on problems identified in the texts written by the students of the 7th Year of Primary Education, regarding the domain of the text plan of this genre. In this context...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27697 |
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| Resumo: | In this work, we chose as object of study the text plan materialized in the genre Personal
Reporting. It is an investigation based on problems identified in the texts written by the
students of the 7th Year of Primary Education, regarding the domain of the text plan of
this genre. In this context, we identified, through the daily activities of the classroom,
that the students did not have the knowledge that would make them capable of
producing a text with a defined plan, connecting the whole and the parts, from the
recognition of a genre. In this way, we decided to investigate the text plan elaborated by
the student in written production, in order to analyze how this structure and organizes its
texts, in order to fulfill a specific communicative function. Theoretically, we assume the
interactional view of language and subject, having the text as an empirical object and
teaching and learning, based on discussions of some theorists (ADAM, 2011;
MARCUSCHI, 2008; KOCH, 2011; ANTUNES, 2003). We considered the text plan, in
its relation with the discursive genre Personal Report, having been the category defined
for the analysis of the textual productions of the students, according to (ADAM, 2011;
KOCH, 2011; CABRAL, 2013). From a methodological point of view, we are guided
by the perspective of action research, according to the studies of (THIOLLENT, 2011,
among others), given our interference in school reality, aiming to confront problems
related to Portuguese language teaching, in our classroom. In this direction, we adopted
a qualitative and interpretative approach to analyze the data obtained, the students'
reports, from the context in which they were produced, which made it possible to know
how students structured and organized their texts. In order to obtain the corpus, we
apply the methods discussed from the studies of (ANDRÉ, 2002; BORTONIRICARDO, 2008, among others), and follow the guidelines of (DOLZ, NOVERRAZ
and SCHNEUWLY, 2004), regarding the procedure, with a view to developing the
intervention proposal. The result of this study was that the students obtained advances
in the structuring of text plans, as well as in the use of narrative textual sequences, when
comparing the initial and final versions of Personal Reports. Moreover, the students
demonstrated a significant advance in the process of textuality, regarding cohesion and
coherence. This result points to the effectiveness of the systematic work in the
classroom, with a view to minimizing detected problems. The result of the intervention
with the students also allowed the organization of a collection of printed texts, of the
genre Personal Report, presented to the school community as the final product of this
research. |
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