Ensino da produção de texto escrito: livro didático e atividades sistemáticas

• Ano de defesa: 2015
• Autor(a) principal: Michelle Nogueira Lara Prado
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Sequência didática; Letramento; Produção textual; Livro didático; Gêneros textuais; Língua portuguesa Livros didáticos Brasil; Lingua portuguesa Escrita; Produção de textos; Língua portuguesa (Ensino fundamental) Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/LETR-A46N62

This work aims to understand the production process of writings texts and to contribute to improve the quality of writings productions of the eighth year students from Belo Horizonte elementary public school. The main question to be investigated is how a systematic work through a sequence of activities similar to the didactic sequence can complement a text production proposal from the portuguese textbook used by the class and improve the written production of students. The research proposed here is essentially qualitative (LÜDKE, ANDRÉ, 1986). Thus, the paper proposes a comparative analysis between the initial students productions, made from the guidance of the textbook and the final students productions, held from activities organized in modules. The research is anchored in the work of Dolz and Schneuwly (2004); Dolz; Gagnon; Decândio (2010); Antunes (2003, 2010). The results of this work show that the final productions of the students can become better in relation to the presentation of the theme, the compositional mode (structure) and style (language uses) (BAKHTIN, [1992] 2011) from the systematic teaching modules activities. Writing skills acquired by students were compared to the global aspects that seek the texts global understanding: the reference population; the semantic unit; the progression of the theme; the communicative purpose; the composition schemes: types and genres; the newsworthiness; the relationship to other texts; and in relation to specific aspects that seek to build the texts through the use of resources of the Portuguese language to make sense of what is meant in a social practice. In addition, this research also points to the importance of literacy (KLEIMAN, 2000), that is, teaching from a social practice that is part of the students reality and that interests them; and the digital literacy (ROJO, 2009), that is, teaching through reading and writing of genres published in digital environments and the use of digital resources such as cellphone, camera and camcorder. This research shows the teachers need to know the educational theories to be able to develop in school works that explore the genre as a teaching object linked to the students social practice and improve their writing skills.