Aquisição da escrita organizada no gênero: a adivinha na dinâmica da atividade de linguagem

• Autor(a) principal: Manzoni, Rosa Maria
• Data de Publicação: 2022
• Outros Autores: Rodrigues, Luciana Apolonio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Raído (Online)
• Texto Completo: https://ojs.ufgd.edu.br/index.php/Raido/article/view/16374
• topic: Produção textual na alfabetização; Gênero Textual; Adivinha; Pareamento linguagem-pensamento; Textual production in literacy; Textual Genre; Riddle; Language-thought pairing

This article focuses on the theme of text production in the first year of Elementary School, and aimed to identify the teachable dimensions of the riddle genre and demonstrate that this genre is promising to carry out didactic work for teaching the acquisition of writing. The theoretical-methodological foundation is supported by Historical-Cultural Psychology, especially in the studies of Vigotski (1996, 2000; 2007); Luria and Leontiev (2016); Bakhtin (2003); in Socio-discursive Interactionism (BRONCKART, 2003) and in his Didactic Engineering (2004), among other scholars of the SDI and the riddle genre, concerned with the teaching of writing. These are the results of a collaborative experimental research developed in 2019, which is inserted in Applied Linguistics, supported by an interpretative qualitative approach. As a result, we proved the complexity of the riddle genre by potentiating the world representation system and that this genre allows the transition from guiding activities: social role game to study activity, the latter carried out through language games. We also proved that the literacy students initially produced texts with autonomy and meaning, using semiotic resources, reverberating aspects of the theories underlying this research, consolidating the work with discursive genres in the organized writting acquisition process in the genre, in the first year of Elementary School.