Um estudo da produção escrita do gênero textual crônica no 9º ano do ensino fundamental
Writing has been increasingly difficult in our schools. Most of our students come from disadvantaged families and live in environments with little or no incentive to reading, as well as writing. This reason makes it difficult to work in the classroom, as discouragement is very present, which is w...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/29560 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Writing has been increasingly difficult in our schools. Most of our students come from
disadvantaged families and live in environments with little or no incentive to reading,
as well as writing. This reason makes it difficult to work in the classroom, as
discouragement is very present, which is why they encounter difficulties in language
acquisition from these school activities. Therefore, we understand that the school is
the main educational institution in which we can provide the means for these
students to minimize these difficulties. Our main objective was to analyze categories
such as textual organization and thematic progression in written texts, produced by
students of the 9th year of EF at a municipal school in Tenente Laurentino. For that,
we made a study of this production with the chronic textual genre, through the
application of Didactic Sequence (SD). Thus, to achieve this purpose, we have
determined as specific objectives that guided the analytical path: to verify the
structural organization and thematic progression in the texts written by the students;
identify students' difficulties in writing chronicle texts; recognize the results of student
performance achieved from the Didactic Sequence. Regarding the methodology, we
opted for an action research, with a qualitative approach with a descriptive basis. To
develop this work, we take as a reference the studies of Dolz, Noverraz and
Schneuwly (2004) through the application of Didactic Sequence; Dionne, on action
research (2007); Thiollent (1988) and Moreira (2006) based on qualitative research;
Bakhtin (2003) and the Geneva School, to better understand discursive genres; for
the analysis of the students' texts, we chose the terminology 'textual genres' based
on Marcuschi's studies (2008). Thus, during the final production process, we saw
that, unlike the initial production, students showed greater mastery and ease in
writing. This resulted in a collection of texts, in the chronicle genre that we call
“Notebook of chronicles: narrating the everyday”. |
|---|