Era uma vez... e fim. Um estudo sobre as produções escritas de alunos de turmas de B10 (4º Ano) de uma escola da rede Municipal de Ensino de Porto Alegre

• Ano de defesa: 2018
• Autor(a) principal: Tolotti, Ana Paula Aguiar
• Orientador(a): Vitória, Maria Inês Côrte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Produção Textual; B10 (4º ano); Escrita; Língua Portuguesa
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8352

This research aims to analyze and understand the writing production process from students of the 4th grade (B10), from a school in the Municipal Educational System (RME) of Porto Alegre, in Brazil, using the student’s textual productions, as well as observing the different pedagogical practices applied by their teachers in the classroom. For this study, besides highlighting three important aspects for thedevelopment of skills for the text production such as cohesion, coherence and proper use of linguistic varieties, it is also necessary to deepen the knowledge about the Pedagogical Books (Cadernos Pedagógicos), specifically the edition number nine, that presents the Political Pedagogic Project (PPP) for Porto Alegre’s Municipal Educational System. It is important to say that this document defines the educational organization based on Learning Cycles. Due to this study, this investigation has as analysis source the Second Learning Cycle. The present work is based on a qualitative research, having as support for the data examination, the Theory of Discursive Textual Analysis (MORAES; GALIAZZI, 2011). As a theoretical contribution, it is used the studies of Jolibert (1994), Charolles (1986), Halliday (1976), Koch (2016), Koch and Travaglia (2015), among others. As relevant marks of this work, it stands out the investigation about the implications that pedagogical practices used by teachers in the classroom promote in the construction of written productions at school and the pedagogical considerations that are possible from the structures of the writings produced by their students.