Escrita colaborativa x conto de mistério uma análise à luz da genética textual

• Autor(a) principal: Silva, Maria Auxiliadora da
• Data de Publicação: 2022
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18932
• topic: Ensino; Escritura; Sequência didática; Coesão; Genética textual; Teaching; Scripture; Following teaching; Cohesion; Textual Genetics

This research seeks to investigate the relationship between fluctuations in writing and the difficulties of cohesive structuring in textual productions presented by students in the ninth grade of a public school in the city of São Benedito do Sul, through the evidence left in school constructions. To develop this work, we based ourselves on discussions related to Textual Genetics, raised by (WILLEMART, 1993; GRÉSILLON, 2007; LIRA, 2017; AMORIM, 2017; DIKSON, 2018; CALIL, 2017-2018-2019 and FELIPETO, 2019). Methodologically, we are based on the perspective of Action Research (TRIPP, 2005), which “is a form of action-research that uses established research techniques to inform the action one decides to take to improve practice”. The study showed that possibilities or paths that can help teachers in their teaching practice are increasingly necessary, leading them to diversified spaces for reflection on teaching and the construction of student knowledge. In general terms, it is necessary for the school to give a new look to the challenge of teaching writing, focusing on the students' manuscript.