Criação de narrativas mediadas pelo RPG solo: contributo para o desenvolvimento da competência escritora de alunos do ensino fundamental

• Ano de defesa: 2020
• Autor(a) principal: Silva, Ulissivaldo Caetano Costa da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Produção Textual; Escrita Criativa; Narrativas; RPG Solo; Textual Production; Creative Writing; Narrative; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18436

We observed many ludic projects in the area of textual production being developed in the years begin of the Fundamental Teaching, however the same doesn't happen in the final years. The work with the textual production, in classroom, a lot of times it has become the student a mere mechanical reproducer of finished texts and ready merely for us to receive a note. The production writing should be a process in constant construction, like this, the use of didactic-pedagogic tools can serve as instruments for a creative writing, collaborative and with a good elaboration and textual progression. In that perspective, to present dissertation, it proposes activities of textual production mediated using of the didactic-pedagogic tool RolePlaying Game's games (RPG), in the modality RPG Solo or Solo Adventure. Our objective is to contribute for the 8th year-old students', of the Fundamental Teaching competence writer's development II, with emphasis in a creative writing and in the textual progression, in a more specific way the cohesion and coherence, starting from the application of the game RPG Solo, as didactic-pedagogic tool in the construction of narratives. In methodological terms, it is treated of a qualitative work, more specifically, a research-action, through an intervention project and participant with students of the 8th year of the Fundamental Teaching of a public school. For the theoretical reference about the writing in the classroom, we had Antunes' (2009 - 2018) contribution, Geraldi (2003 - 2011), Fernbach (2006), Guedes (2003) and Menegassi (2011) and, to the gender we gave attention to the words of Bakhtin (1997 - 1999) and Marcuschi (2008). For us to ground creative writing, they aided us the studies of Brougère (1998), Carvalho (2003), Marcatto (2004), Picolo (2011), Cortelazzo (2012), among others. Finally, RPG Solo was studied under the perspectives of Peacock (2000 - 2004), Rivers (2004), Rodrigues (2004), Schmit (2008), Riysis (2004), Gomes (2009) and Nicolau (2011), among other, with their studies on RPG as didactic-pedagogic tool. Finally, as results of that intervention we can evidence the importance of the writing work and rewritten work starting from RPG Solo as a new possibility to the activities of textual production. And, of that it sorts things out, the student becomes creator of your own text in a critical way and, the teacher starts to observe with more sensibility for the needs of your students.