PPGEdu

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    Produção textual de crianças do 3º ano do ensino fundamental a partir do trabalho com gêneros textuais
    (Universidade Federal de Mato Grosso, 2020-10-07) Rodrigues, Elaine Borges; Bertoldo, Sandra Regina Franciscatto; 716.704.830-53; http://lattes.cnpq.br/9412354367060943; Bertoldo, Sandra Regina Franciscatto; 716.704.830-53; http://lattes.cnpq.br/9412354367060943; Trevisan, Marlon Dantas; 373.749.901-20; http://lattes.cnpq.br/1960230694022150; Bunzen Júnior, Clecio dos Santos; 027.775.594-81; http://lattes.cnpq.br/3757050031013762
    This study is linked to the Research Group on Literacy and School Literacy (ALFALE), from the Graduate Program in Education, from the Institute of Human and Social Sciences, from the Federal University of Mato Grosso, University Campus of Rondonópolis, (PPGEdu / ICHS / UFMT / CUR), in the research line: Languages, Culture and Knowledge Construction: historical and contemporary perspective. The topic under discussion turns to work issues with the textual genres letter, fable and poem as a didactic-pedagogical proposal for the domain of writing. This investigation was carried out in a 3rd year room of the 1st cycle of Elementary Education, with 18 (eighteen) children, aged 8 (eight) years old, at Escola Municipal Dulce Meiry Silva Sabini located in the outskirts of the city of Pedra Preta - MT, and consists of a qualitative research. Data collection took place through participant observation, which allowed us to develop activities guided by planning and, thus, obtain material for documentary analysis. Considering that children learn to read and write through practices that involve reading and writing, properly, we propose a work with textual genres that, in addition to allowing the knowledge of its essential elements, enables the production of texts understandable to the interlocutor . The questions that guided this research were: Is it possible to identify evolutions in students' textual production through working with the textual genres personal letter, fable and poem? Do the productions show apprehension of the essential elements of the genre? Does the teaching of textual genres enable textual production? Can students produce coherent writing that makes sense to the reader? From this, our objective was to analyze what are the implications of working with the textual genres personal letter, fable and poem, as a strategy for the textual production of children from the 3rd year of Elementary School. The specific objectives aimed at: 1. Analyzing, through the presentation and textual organization of the children's initial and final productions, if there was apprehension of the essential elements of the studied genres; and 2. Perceive the presence of coherence in the production of textual genres, considering the importance of writing that allows the reader to infer meaning from the text. It is important to note that the textual genres selected for the development of the proposal were chosen from those available in the textbook Ápis de Língua Portuguesa (2017/2019), used in the school unit that constituted the locus of this research. The path of working with textual genres in the literacy classrooms has revealed to us the possibility of expanding the children's view of these texts, contributing to their understanding of form and structure, as well as facilitating the production of understandable statements and that suggest an interlocution. In this sense, the theoretical contributions that constitute this discussion are supported by the concept of text as a unit of meaning, which is produced by an interlocutor when he intends to establish a communication, as the authors postulate Marcuschi (2008), Kleiman (1996, 2016), Rojo (2009). We are supported, also in the discussions of the precursor Bakhtin (2011) about the statement as a real communication unit, which manifests itself through the discourse genres. Based on these assumptions, we understand that language teaching in the early years should consider working with the production of texts from textual genres, allowing children to develop communicative activities through the written language.