Letramentos, interacionismo sociodiscursivo e a prática escrita do gênero textual diário de aprendizagem

• Autor(a) principal: BEVENUTO, Valdení Venceslau
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8578
• topic: Letramento; Gênero textual; Diário de aprendizagem; LINGUISTICA, LETRAS E ARTES::LETRAS

The present study brings reflections about the teaching of the Portuguese Language as reference the social literacies. The main objective presented in this paper it's to develop a work proposal to contemplates social literacy from the students literacy history through a Pedagogical Project with the diary genre of learning, as a way of working to improve the student's writing in the final grades of a public elementary school. The theoretical support that gave us foundation is based on the studies coming from the Sociodiscursive Interacionism, the studies of genres present in the works of Bakhtin (2003, 2009), Marcuschi (2000, 2001, 2002, 2003, 2008, 2011). The reflections about Literacy and a writing based in Soares researches (1995, 2000, 2002, 2003, 2004, 2011), Rojo (2001, 2009, 2010, 2018), Street (2007, 2010, 2014) and Kleiman (1995, 2004, 2005, 2008, 2010, 2012, 2016). In the addition to the contributions regarding studies about writing and diarism. This is qualitative research of the action research type which was based on the corpus restricted to a sample of 04 (four) produtions written in the context of the first Pedagogical Project and 04 (four) productions in the context of the second Pedagogical Project for analysis, which enables the composition of genres through the mobilization of intergeneracity by students as a student strategy in the construction of their text. This helped us understand not only where the student starts to build his text, but how he built it. We used the longitudinal data collection procedure. It was possible to detect a very significant improvement in the understanding about the diary genre of learning, but we observed that, for example, regarding spelling errors, working on social literacy does not solve this problem. These results support our methodology that we developed through out the work. Also we evaluate that our work contributes to the understanding literacy in the non-school context, of literacy in the school context and to the evaluations around the text competence of the students, as well as to the need for the teachers of Portuguese Language to conduct their pedagogical practices. With the goal of making sure that reading and writing should always be seen as tools to act socially.