Ouvir para escrever; escrever para contar: a produção textual de contos populares por meio de uma sequência didática

• Autor(a) principal: Bruno Rodrigo Pinheiro Ramos
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/35842
• topic: Gênero textual; Sequência didática; Contos populares; Gêneros textuais; Produção de textos; Estratégia textual; Redação acadêmica; Escrita – Estudo e ensino

The present work, applied in a class of 7th grade elementary school students from a public school in the city of Divinópolis - MG, presents the elaboration, application and discussion of a didactic sequence (Dolz and Schneuwly 2004) for the production of popular tales. The problem that motivates this research is the realization that the teaching of textual production of genres written in the final years of elementary school is not very effective when the student is offered a learning that is not anchored in the development of language abilities (Dolz and Schneuwly, 2004) necessary for the production of the textual genres in the school. The aim is to produce and apply a didactic sequence referring to the popular genre, so that it is possible to analyze and compare the written productions of the students in different opportunities: initially, before the mediations contained in the elaborated didactic sequence and, in a second after the mediation, verifying if the students develop the language abilities necessary for the production of the textual genre in question. The textual productions are analyzed according to the theoretical-methodological framework proposed by socio-discursive interactionism (Bronckart (2003, 2006, 2008), along with theoretical contributions from Bakhtin (2006), Vygostsky (2007) and Dolz and Schneuwly (2004) ) Finally, the results of this research show that the didactic sequence is an effective instrument for the teaching of textual production related to a textual genre, since, through it, it can be observed that written texts, after intervention, are more appropriate for the physical and socio-subjective context, the general infrastructure of the text and the textualization.