Como organizar atividades complementares para trabalhar o gênero "formulário" na produção escrita em língua inglesa para o sexto ano do Ensino Fundamental

• Autor(a) principal: Moura, Paula Ferreira da Costa
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/35309
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Gênero textual; Elaboração de materiais complementares; Interação e afetividade em sala de aula; Textual genre; Elaboration of complementary materials; Interaction and affectivity in the classroom

Since the implementation of Curricular Proposal of São Paulo state (SÃO PAULO, 2008), specifically with the use of Student Book in the state school, the researcher noticed that her students did not adapt to the use of this material and they constantly needed her interventions. The crucial factor for choosing the planning of complementary activities to the Student Book also arose from an observation of the researcher, who needed to intervene constantly in the proposed activities. It brought insecurity and discouraged the class in the acquisition of writing in English Language, essentially with the 6th year grade, where practically all the students have their first contact with a Foreign Language. Based on that, the researcher made questions, had conversations, created talking groups and filmed classes of the 6th grade with the main objective of detecting the real learning needs of students and the Student Book as a facilitator on Learning Situations 1 and 2, focusing primarily on the Textual Genre called “Forms”. This study is based on theorists such as LIBANEO (2004), ROGERS (1969), FREIRE (1968) and VIGOTSKY (2010) who deal with the interaction between teacher, student and learning. In terms of writing acquisition, the researcher used official documents with a greater focus on the Curricular Proposal of Sao Paulo state (SÃO PAULO, 2008), National Curriculum Parameters – Foreign Language (Brasil, 1998) and author such as KERN (2000), FERREIRO (1999), LERNER (2002) and GAFFURI (2009). In the study of Textual Genre, the theorists BAKHTIN (2000), MARCUSCHI (2002), JOVER-FALEIROS (2013) and TRAVAGLIA (2001) that deal with the importance of offering different genres for the development of writing in various spheres and social contexts of use of language. The results revealed the importance of planning complementary activities and teacher actions in English classes since the development of learning depends on the student’s empathy with his teacher and, on the other hand, with the content learned. The use of complementary activities makes the students more creative and enhances the autonomy, stimulating thoughts and reflections on their learning. Therefore, this proves the relevance of motivation and interaction in all spheres in the classroom