O gênero textual relato de experiência : uma proposta de sequência didática para o 1º ano do ensino médio

• Ano de defesa: 2023
• Autor(a) principal: Silva, Reginaldo Pedro de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Gênero textual - Relato de experiência; Sequência didática; Ensino médio; Projeto de vida; Língua materna; Experience report; Didactic sequence; High school; Life project; Mother tongue; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31013

This dissertation presents a proposal for a didactic sequence for teaching the textual genre experience report in the 1st year of high school, integrating it with Life Project classes and Mother Language Teaching. The objective is to promote reflection and understanding of the sociolinguistic aspects present in the textual genre experience report. The experience report is a type of text that allows students to express personal experiences and share learning, developing writing skills, reflection and authorship. With that, the proposed didactic sequence is based on progressive activities and involving the reading and analysis of experience reports, the identification of characteristics of this textual genre and the production of their own texts by the students. By integrating this proposal into Life Project classes, the aim is to encourage students to reflect on their personal experiences, identify lessons learned and plan future actions. In the context of mother tongue teaching, the proposal aims to improve the ability to express oneself in writing, enrich vocabulary and develop language skills. We believe that this integrated approach will contribute to the integral development of students, promoting authentic writing, critical thinking and the construction of identities. In addition, the proposal seeks to value the diversity of students' experiences, stimulating empathy and dialogue between them. The didactic sequence is structured in progressive stages, which involve the reading and analysis of authentic experience reports, the individual and collective production of reports and reflection on sociolinguistic diversity. It is expected that this proposal contributes to the integral development of students, enabling them to express their identity and lived experiences, in addition to promoting a broader sociolinguistic awareness.