Leitura e produção de textos no ensino médio: da estaticidade conservadora ao dinamismo de uma proposta dialógica

• Autor(a) principal: Ferreira, Alessandra
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/6798
• topic: Mother language; Reading; Writing; Non-verbal text; Verbal text; Teaching; Língua materna; Leitura; Escrita; Texto não verbal; Texto verbal; Ensino; Língua portuguesa Estudo e ensino; Língua portuguesa - Português escrito; Redação - Estudo e ensino; Leitura (Ensino secundário); CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Considering that as a social interaction element, this text is conceived, in all its manifestation, as teaching a mother tongue language focus, that goals, according PCN s Portuguese Language orientation, is to form reflexive and critical citizens, proficient in reading and writing practice. However, on account of an extensive curriculum and a limited schedule, the writing production classes, hardly ever, don t offer an autonomous formation and reproduce practicing that aim only to the correct usage of the formal language and to the models of writing, creating a detachment learning process from students reality. According to it, this presenting dissertation intends to show the challenges faced by teachers in High School to desconstruct the passivity in these learners, during elementary school, faced by his/her own text, at the exposure proposed topic time to effective writing, or at the step dedicated to evaluation of that, in which a very little stimulation in taking part of it. Based on Bakhtin s social interacionist perspective (2009), this report supports the idea that the learner involvement with his/her text must begin since the idealization of the topic, in the way that this can be integrated to their lives experiences, until the correction and review time, in which the process follow-up that aims to ensure the author the right to checking and rewriting the production, a very important moment for the reading and writing skills development. The corpus of this survey is formed by students from first and second years in high school text productions, at a private school in Rio de Janeiro City. 64 compositions were checked, but 28 produced from topics chosen by the teacher, focusing procedures related to the topic analysis and rewriting, and 36 related to the topic building from non-verbal texts, looking for a better comprehension scope. Besides, questionnaires were done, in which students exposed their points of view about the writing production classes at school. The corpus demonstrated that writing is a process and that the teaching in text production becomes more effective in so far as it turns possible for bigger learners participation in all the process.