A retextualização como estratégia de leitura e escrita em sala de aula: elaboração de modelos didáticos

• Autor(a) principal: Xavier, Marcelo Avelino
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3817
• topic: Gêneros Textuais.; Retextualização.; Produto didático.; Ensino.; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

The fact that many students start and finish elementary school without developing textual production skills, whether oral or written, worries Portuguese language teachers. This problem points to the need for new practices in the teaching of the Portuguese language that traditionally opened up little space for working with issues related to textual production. With this in mind, this work has as its object of study the processes of retextualization of oral and written textual genres. With the general objective of proposing a notebook of activities as a basic service / model for exercises with retextualization of textual / discursive genres in textual production classes, this research is justified by the need to search for didactics that contribute to the level of writing development elementary school students, making them more autonomous and competent. The theoretical bases that underlie this study are: Bezerra (2010), Machado (2007), Marcuschi (2003, 2008) and Schneuwly & Dolz (2004, 2010) about textual genres; Marcuschi (2003, 2010), Matêncio (2002, 2003) and Dell`Isola (2007, 2012) on working with textual genres and the retextualization process; Marsaro-Pavan (2007) and Rojo (2012, 2017) addressing teaching prototypes and BNCC (BRASIL / MEC 2017) as guiding the normative guidelines of Basic Education. The methodology of our research presents a qualitative nature, since it announces a reflexive evaluation of the activities designed to compose the activity booklet. For the execution of the proposal, models of retextualization activities were elaborated with oral and written genres to compose the activity booklet. Thus, we hope that textual production classes, often decontextualized and discredited, have a more significant bias when using them as retextualization activities in their approaches in the classroom.