A escrita do gênero narrativa autobiográfica : uma intervenção pedagógica com alunos da educação de jovens e adultos em situação de reclusão

• Ano de defesa: 2012
• Autor(a) principal: Pelizaro, Maria Helena dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Letras; UEM; Maringá, PR; Centro de Ciências Humanas, Letras e Artes
• Palavras-chave em Português: Produção de textos; Compreensão de textos; Linguística de texto; Narrativa autobiográfica; Oficina de produção textual; Situação de reclusão; Brasil.; Autobiographical narrative; Writing workshop; Prison situation; Brazil.; Linguística, Letras e Artes; Letras
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4009

This action research, which is situated in the Applied Linguistics field and has a qualitative and interpretative nature, turns its focus to Elementary and Secondary Level students from the Centro Estadual de Educação Básica de Jovens de Adultos "Professora Tomires Moreira de Carvalho" EFM, which operates inside the Penitenciária Estadual de Maringá (PEM) - the State Penitentiary of Maringá. The choice for that school setting was based on the fact that I work as a Portuguese Language teacher there, and being in charge of that function has raised my interest in developing some research, which could give me the answer to the following question: How can I contribute to a more significant mother tongue teaching and learning process with adult individuals in prison situation? Thus, the main goal of this dissertation is to contribute, in general terms, to the reflections about the process of writing in the classroom context, which takes text as a social interaction place, materialized in text genres. To this end, the theoretical foundation is anchored in Bakhtin and Volochínov (1990), Bakhtin (2003) and Vygotsky (1988, 2001)' s interactionist conception, which present language as a form of interaction between individuals and the teacher, who acts as facilitator for the teaching and learning process. By its turn, the methodological choice - Freinet (1991) and Elias (1997)'s pedagogical workshops, organized and discussed by Zanini (2008), among others, is justified by being considered a pedagogical activity in which teachers and students interact, in order to work in a collective and shared way. The specific characteristic of the participant students explains the choice for the autobiographical narrative text genre, for it provides individuals with a better understanding of themselves, the broadening of their world knowledge and the reinterpretation of facts they have experienced. At the end of the process, I note - as evidenced by the results - that the students' communicational competences have evolved, when it comes to reading and writing, since the produced texts show compliance to the genres specificities, both in terms of compositional structure, thematic content and language style, and in terms of the social function of the genre. In assuming the right to the written word, their discourse becomes related to the production circumstances and, as a consequence, they understand what to say, reasons to say it, the comprehension of how to say it and who the interlocutors for that production are. The conclusion is that the way a writing activity is proposed interferes significantly with the results, since the students demonstrate an adequate responsive attitude to the proposal of the requested work. In addition, this research reaches the purpose of contributing to the reflection about the pedagogical activity in the mother tongue writing teaching and learning process, which urges for methodological paths that can allow teaching to be interaction-centered, more significant to the educative process of the students, in order for them to exercise their citizenship.