Genre education project and written textual production: a case study from the work with the genre “letter of complaint”

Detalhes bibliográficos
Autor(a) principal: Motta, Caroline Gomes
Data de Publicação: 2020
Outros Autores: Carnin, Anderson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Working Papers em Lingüística (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/71314
Resumo: This article analyzes the development of the textual production of a 6th grade elementary student from the interaction / teaching intervention carried out during the development of a genre education project aimed at teaching the genre “letter of complaint”. Based on the theoretical framework of Sociodiscursive Interactionism, we investigate traces of the teaching work materialized in the correction and assessment of textual productions and their impact(s) in the development of student (re)writing. The results obtained suggest that the assessment chart has a greater influence on textual productions than textual-interactive correction work, that is, the teacher’s interventions in texts.
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spelling Genre education project and written textual production: a case study from the work with the genre “letter of complaint”Projeto didático de gênero e produção textual escrita: um estudo de caso a partir do trabalho com o gênero “carta de reclamação”This article analyzes the development of the textual production of a 6th grade elementary student from the interaction / teaching intervention carried out during the development of a genre education project aimed at teaching the genre “letter of complaint”. Based on the theoretical framework of Sociodiscursive Interactionism, we investigate traces of the teaching work materialized in the correction and assessment of textual productions and their impact(s) in the development of student (re)writing. The results obtained suggest that the assessment chart has a greater influence on textual productions than textual-interactive correction work, that is, the teacher’s interventions in texts.Este artigo analisa o desenvolvimento da produção textual de um aluno de 6º ano do Ensino Fundamental a partir da interação/intervenção docente realizada durante o desenvolvimento de um projeto didático de gênero voltado ao trabalho com o gênero “carta de reclamação”. Com base no marco teórico do Interacionismo Sociodiscursivo, investigamos traços do trabalho docente materializados na correção e na avaliação das produções textuais e seu(s) impacto(s) no desenvolvimento da (re)escrita discente. Os resultados obtidos sugerem que a grade de avaliação possui maior influência nas produções textuais que o trabalho de correção textual-interativa, isto é, as intervenções da professora nos textos.Programa de Pós-Graduação em Linguística da UFSC2020-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"Pesquisa qualitativa. Estudo de caso.application/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/7131410.5007/1984-8420.2020v21n2p209Working Papers em Linguística; v. 21 n. 2 (2020): Linguística Aplicada: o ensino e a aprendizagem das práticas de linguagem na esfera escolar; 209-2351984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/71314/44955Copyright (c) 2020 Anderson Carnin, Caroline Gomes Motta, Caroline Gomes Mottainfo:eu-repo/semantics/openAccessMotta, Caroline GomesCarnin, Anderson2020-12-10T19:36:14Zoai:periodicos.ufsc.br:article/71314Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2020-12-10T19:36:14Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
Projeto didático de gênero e produção textual escrita: um estudo de caso a partir do trabalho com o gênero “carta de reclamação”
title Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
spellingShingle Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
Motta, Caroline Gomes
title_short Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
title_full Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
title_fullStr Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
title_full_unstemmed Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
title_sort Genre education project and written textual production: a case study from the work with the genre “letter of complaint”
author Motta, Caroline Gomes
author_facet Motta, Caroline Gomes
Carnin, Anderson
author_role author
author2 Carnin, Anderson
author2_role author
dc.contributor.author.fl_str_mv Motta, Caroline Gomes
Carnin, Anderson
description This article analyzes the development of the textual production of a 6th grade elementary student from the interaction / teaching intervention carried out during the development of a genre education project aimed at teaching the genre “letter of complaint”. Based on the theoretical framework of Sociodiscursive Interactionism, we investigate traces of the teaching work materialized in the correction and assessment of textual productions and their impact(s) in the development of student (re)writing. The results obtained suggest that the assessment chart has a greater influence on textual productions than textual-interactive correction work, that is, the teacher’s interventions in texts.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
"Avaliado por pares"
Pesquisa qualitativa. Estudo de caso.
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/workingpapers/article/view/71314
10.5007/1984-8420.2020v21n2p209
url https://periodicos.ufsc.br/index.php/workingpapers/article/view/71314
identifier_str_mv 10.5007/1984-8420.2020v21n2p209
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/workingpapers/article/view/71314/44955
dc.rights.driver.fl_str_mv Copyright (c) 2020 Anderson Carnin, Caroline Gomes Motta, Caroline Gomes Motta
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Anderson Carnin, Caroline Gomes Motta, Caroline Gomes Motta
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da UFSC
dc.source.none.fl_str_mv Working Papers em Linguística; v. 21 n. 2 (2020): Linguística Aplicada: o ensino e a aprendizagem das práticas de linguagem na esfera escolar; 209-235
1984-8420
reponame:Working Papers em Lingüística (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Working Papers em Lingüística (Online)
collection Working Papers em Lingüística (Online)
repository.name.fl_str_mv Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv izete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||
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