Bordando crônicas: uma proposta de escrita para o 9º ano

• Ano de defesa: 2024
• Autor(a) principal: Nascimento, Josefa Barbosa do
• Orientador(a): Silva, Leilane Ramos da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Literatura brasileira; Literatura feminista; Crônicas; Escrita; Leitura (ensino fundamental); Cultura na literatura; Escrita processual; Cultura local; Bordadeiras
• Palavras-chave em Inglês: Chronic; Procedural writing; Reading; Local culture; Embroiderers
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/19756

Recognized as one of the main places where the teaching-learning process takes place, the school hasthe task of developing students' reading and writing skills, which are essentialskills for the insertion of these subjects in society. This task has been, year after year, a concern of teachers, who are often blamed for the low rates that students demonstrate in large-scale assessment exams. Along with this scenario of demand and struggle for the improvement of teaching, especially after the difficulties intensified by the COVID-19 pandemic, this study wasborn, whose proposal was to develop students' written competence through activities centered on reading and authorial production of the chronicle genre. To this end, the work entitled Só fugindo, by Thiarlley Valadares, was used in order to highlight the feminine literary production of Sergipe, by Thiarlley Valadares and to highlight the female empowerment represented by local embroiderers. Methodologically, the proposal was applied in a 9th grade class at the Telmade Souza Almeida Municipal Elementary School, located in Tobias Barreto-SE, based on a didactic sequence consisting of 5 modules: 1) Knowing the chronic genre; 2) Discovering the themes of Thiarlley's chronicles – preparing for writing; 3) Embroidering chronicle – excursionto the embroiderers' cooperative in the village of Nova Brasília; 4) Writing – writing based onreal contexts; 5) Rewriting. Theoretically, studies such as those of: i) Dolz, Noverraz and Schneuwly (2004), Marcuschi (2004) and Cândido (1980, 1992, 1993) gained prominence, among others, as a breath of fresh air for discussions related to work with textual genres; ii) Leffa (1996), Solé (2015) and Koch and Elias (2009), which deal with the nature and importance of developing reading strategies; and iii) Passareli (2004, 2012), Silva and Cardoso(2015), Silva et al (2018) and Soares (2009), for who writing is an eminently procedural activity. The analysis mirrored not only the articulation that the students made betweenembroidery and writing as activities that require the fulfillment of stages, with the production of second versions of better adjusted chronicles and an affirmation of confidence in themselves,with the differential of knowing a little more about the female literary production of the municipality where they live. In line with Profletras' purpose of collaborating with the improvement of Portuguese language teaching, the application of the trail culminated in the elaboration of a pedagogical notebook aimed at teachers in this area, to replicate activities and/or propose new actions focused on textual production, subsidized by readings in tune withthe respective interests of students.