GÊNERO “RELATO PESSOAL” COMO CONTRIBUIÇÃO PARA A ESCRITA DE ALUNOS DO ENSINO FUNDAMENTAL

• Ano de defesa: 2021
• Autor(a) principal: Priscila Barboza Gomes da Silva
• Orientador(a): Silvelena Cosmo Dias
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Relato Pessoal
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3691

This work has as general objective to contribute to the development of the writing ability of elementary school students, so that they are able to represent actions and sequence of facts, through writing, contributing to the textual production throughout the school life. We have as specific objectives to make the teaching of the personal report genre viable, by promoting the production of the writing of a notebook/diary; provide self-assessment to students and critically and reflexively analyze the interventional pedagogical action through the results obtained from the application of the sequence of activities. For this, shared and dialogued readings were carried out, as well as textual productions without evaluative intentions on the part of the teacher, being corrected by the student himself, in collaboration with the peers. The action research used the application of an intervention proposal, in order to contribute effectively to the learning problems identified in external learning assessments and to fill in the gaps found in the analysis of the didactic material. The textual genre used was “personal report”; therefore, it brings characteristics that favor the construction of communicative situations regarding lived experiences, as well as contributing to a reflection on the identity constitution. For the development of this work, we have appropriated the theoretical contribution of conceptions of written production in applied linguistics, brought by Kleiman (2000) and Coracini (2002, 2005, 2010); for literacy theories, we turn to Paulo Freire (1989) and Baynham (1995); and Marcuschi (2003), and Dionísio (2014), for the concepts of textual genres. For the constitution of the corpus, students were placed in various situations of textual production, without evaluative purposes, such as: writing a notebook/diary, personal reports, self-evaluated, dialogued and collaborative rewrites. Based on the assumption that the text should be the starting point, as well as the arrival point for Portuguese language classes (GERALDI, 1993), considering that textual genres are sociodiscursive actions, we start from the hypothesis that exposing the student to daily readings and writings, without evaluative intentions, with corrections between peers and self-assessments, can contribute to the writing of the textual genre personal report, as well as to the literacy process. To conduct our work, we are guided by the following questions: Can reading and writing, daily, contribute to the improvement of students' writing skills in order to provide evidence of the subjectivity of the student writer? Can the proposition of written productions based on readings carried out in a shared way influence the improvement of written production? Do the practice of collaborative and dialogued self-assessments and corrections assist in the development of students' reading and writing skills? This dissertation is organized in three chapters. The first presents some basic concepts of reading and writing, in the school context, in an interactive, collaborative and dialogued way. In the second chapter, we present the conditions of production of the historical-social context of the development of action research and the presentation of the intervention proposal. The third chapter comprises the analysis and discussion of the productions, followed by the final considerations. The results showed that reading is able to improve students' writing, even allowing for the emergence of subjectivity in their writings, as well as, shared readings underpinned the written productions, and finally, the practice of self-assessments and collaborative and dialogued corrections pointed out considerable improvements in students' writing skills. Keywords: Reading; text production; personal report; interaction and collaboration.