Alfabetização mediada pelo gênero: relato de experiência vivida

• Autor(a) principal: Proença, Israella Maria de Proença e
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/234765
• topic: Literacy; Textual genre report of lived experience; Historical-cultural psychology; Sociodiscursive interactionism; Alfabetização; Gênero textual relato de experiência vivida; Psicologia histórico-cultural; Interacionismo sociodiscursivo

This research, developed in a 1st year class, from a public school in the interior of the state of São Paulo, in a remote teaching context, due to the Covid-19 pandemic, had the general objective of analyzing the writing of children in the alfabetizacion process, produced in communication situations created for the expression of personal events, in the format of the lived experience report genre. The analysis of the children's written production considered their transformations, identifying marks of the internal discourse. This text production relied on the mediation of a didactic device (instrument) to guarantee specificities of the genre in question. For this, the research was based on the psychological foundations of HistoricalCultural Psychology (VIGOTSKI, 1991, 2020; LURIA, 2010 and LEONTIEV, 2010); in the conception of language as a form of social interaction (BAKHTIN, 2006); in the theoreticalmethodological framework of Sociodiscursive Interactionism (ISD), with regard to the understanding of the human action of language activity and in the proposal of Didactic Sequence (SD) for the teaching of languages through textual genres (SCHNEUWLY; DOLZ, 2004 ); in the pedagogical trend of Historical-Critical Pedagogy, developed by SAVIANI (2011); in the analysis of writing in the alfabetizacion process proposed by SMOLKA (1988). The methodological course of the research is the experimental method (VIGOTSKI, 1991). The teaching of text production was carried out through the elaboration of a Didactic Sequence (DS) based on the didacticization of the genre report of lived experience, in which it contained activities that stimulated the children to unfold the condensed writing, initially, in the stages of the production of texts. texts belonging to this genre. The activities developed aimed to promote dialogue between students about the different experiences they had in recent moments, after the discussions, students were instructed to report these moments. The didactic sequence was developed through a virtual environment, in which the students had the presence of a responsible person to help them, when necessary, and also had the presence of the class teacher. The analysis of the written and oral productions of the children showed that they have several characteristics of the textual genre report of lived experience, confirming what some researchers (SMOLKA, 1988) have already stated that students of the first school year can produce meaningful texts, as long as they the production process is integrated into an intentional and systematized teaching plan.