Produção textual de crianças do 3º ano do ensino fundamental a partir do trabalho com gêneros textuais
Data
2020-10-07
Autores
Rodrigues, Elaine Borges
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Universidade Federal de Mato Grosso
Resumo
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.
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Citação
RODRIGUES, Elaine Borges. Produção textual de crianças do 3º ano do ensino fundamental a partir do trabalho com gêneros textuais. 2020. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.