O GÊNERO DE HISTÓRIAS E ATIVIDADES METATEXTUAIS COMO RECURSOS DA PRÁTICA PEDAGÓGICA NA PRODUÇÃO DE NARRATIVAS ESCRITAS

• Autor(a) principal: Oleinik, Ana Paula Zaboroski
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://localhost:8080/tede/handle/tede/365
• topic: aprendizagem da escrita; meios de ensino; prática pedagógica; narração de histórias; Ensino Fundamental; assessoria às escolas; writing apprenticeship; methods of teaching; pedagogic practice; narration of stories; Elementary School; scholar advisory; CIENCIAS HUMANAS::EDUCACAO

The research verified the effects of an intervention program concentrated in the pedagogic practice regarding the meta-textual conscience study and the use of pictographic support on students` written narrative production. Two teachers and 27 students on fourth year in Elementary School in two country public schools from a countryside city in Paraná State took part of the research. The collaborative and propositional research was built by four steps: investigation of the pedagogical practice with the use of the story textual gender and of the students` written narrative schema; achievement of meetings with teachers to study the program of the intervention; intervention in pedagogic practice regarding the use of this textual gender and, investigation of the students` written narrative schema and evaluation of the practice proposal through the program of the intervention. The program was developed by both teachers and the didactic sequence was composed by five modules, surrounding weekly two activities were achieved by all students during Portuguese classes. Traditional stories (tales) on activities 1 were used to identify elements of the written narrative regarding structure and organization of the text (meta-textual conscience). Pictures (pictographic support) on activities 2 were used to the production of written narratives. Each module included both activities. Analysis of data was based on the students` production classification, according the different levels of the hold of narrative structure and some elements that composed the story and, also, of interview with teachers that included analysis of content through thematic categories. The students` performance on written narratives pointed that they changed the elemental schema 48%, where there was a preponderance in descriptions of actions classified into categories I and II, to a complete and more elaborated schema 77,77% belonging categories V or VI and presenting adequate sequence of all constituent elements of story gender: scenario, theme, storyline and resolution. The pedagogic practice was addressed to the first central point of the language teaching: its use. After the developing of the program this practice changed its focus to the second point: reflection about the language. We conclude that the intervention program was successful about the students` performance on written narrative productions concerning macro and micro-linguistic aspects and also was to the teachers` reflection about their conceptions and pedagogic actions used on the process of teaching and learning regarding the textual gender. The explicit education was one of the important elements to the students` meta-textual conscience development and the hold of their narrative schemas. We call attention to the necessity of reflection and change on public policies concerning initial and continued formation to teachers especially for first years of the Elementary School. We also call attention to the necessity to consider other levels on Basic Education mainly special one concreting to this special population the necessary adaptations of the resources used for us in this intervention program.