Pr?tica de reescrita na (re)constru??o de contos de aventura: uma proposta e media??o did?tica

• Autor(a) principal: Bueno, Luciana Sobral
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/6256
• topic: Produ??o textual; Contos de aventura; Bilhetes orientadores; Reescrita; Textual production; Adventure tales; Guiding notes; Rewriting; Letras

This research consists of analyzing the experience of developing the textual production process guided by tickets. It also proposes theoretical reflections on teaching based on discourse genres and raises discussions about the reality of Portuguese teaching in Brazil. Its highlight is didactic mediation, which promotes the improvement of students' written productions based on the practice of rewriting. For the development of the proposal, the discourse genre adventure tale was chosen, targeting students from the 7th year from Municipal School Professor Osires Neves, in Nova Igua?u, Rio de Janeiro. It starts with the hypothesis that the development of a text in the school context is based on the articulation of five aspects: a) planning, b) review, c) rewriting based on the review, d) awareness that these three aspects are necessary for the elaboration of a text produced to an interlocutor and with a certain purpose and, finally, e) teacher-student, teacher-students, students-students exchange. Thus, textual production will be treated as a procedural activity, which runs through stages, and not as a product. The main objective of this mediation was, in view of this, to promote strategies of rewriting a text based on reflections on its linguistic and discursive aspects. More specifically, we sought to a) organizing actions that teach students the characteristics of adventure stories with a view to planning activities for a text with this profile; b) organizing guiding notes based on these characteristics in order to guide the revisions on the initial version of an adventure tale; c) promoting activities that allow the students to produce an adventure tale based on interaction with teachers and colleagues; d) developing the understanding that texts are produced in a given situation and with a purpose related to the interlocutor. As a research methodology, we opted for the action research, following what THIOLLENT (1988) proposes. As for mediation itself, we are guided by the precepts of collaborative learning by Behrens (2004), proposing activities that enable students to participate in the context of society. In addition, we seek the theoretical contribution of Bakhtin (1997), Geraldi (2006), Gotlib (2006), Ruiz (2015), among others, who discourse about discursive genres, textual production and interactive textual correction. As for the results related to the application of the proposal, we can list positive and negative aspects. The negative ones refer to the difficulty in carrying out the application due to the large number of students in the class, since rewriting guided by notes requires more time. The positive ones are related to the results obtained, which proved that this kind of rewriting significantly contributed to achieve texts with more quality.