Escritas de vivências: uma proposta de escrita autobiográfica com turmas regulares de 9º ano do ensino fundamental

• Autor(a) principal: Chirico, Luciano Carvalho
• Data de Publicação: 2023
• 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/1/20280
• topic: Textual genres; Writing; Autobiography; Didactic Sequence; Gêneros textuais; Escrita; Autobiografia; Sequência didática; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This work aims to reflect on the importance of the writing practice at school, focusing on confessional writing, or self-writing. In this sense, it proposes the development of skills and the necessary knowledge to produce texts, based on the construction of autobiographical narratives in Portuguese classes. It intends that students can interact better socially, using the written modality to express ideas, points of view, sensations, and emotions, when reporting their experiences. With reference to the theoretical contributions of Luiz Antônio Marcuschi (2008; 2010), Mikhail Bakhtin (1997; 2016), Irandé Antunes (2003; 2009), Philippe Lejeune (2008), Bernard Schneuwly and Joaquim Dolz (2004), among others, the autobiographical textual genre is understood as a triggering element of a work directly connected to the immediate and globalized reality of the students. Thus, it intended to provide them opportunities to improve their knowledge about writing, in theory and in practice, taking place in their personal and academic lives, while stimulating the development of their critical and artistic senses and their autonomy as writers as well. The intervention proposal of this research focused on the development, with a group of 9th grade students, of a proposal that explored the characteristics of the autobiographical textual genre. The didactic sequence implemented was based on the orientation defended by Schneuwly and Dolz (2004), considering the communicative interaction, the social practice of exchange and the active cooperation of the participants in reading and in the elaboration of living and authentic texts. An analysis of the results is presented, using processes of inference and interpretation, based on Bardin (1977).