A leitura e a escrita acionadas pelo gênero conto no 9° ano do ensino fundamental

• Ano de defesa: 2019
• Autor(a) principal: Silva, Josélia Pontes Nogueira
• Orientador(a): Martins, Iara Ferreira de Melo
• Banca de defesa: Martins, Iara Ferreira de Melo , Bonifácio, Carla Alecsandra de Melo , Aquino, Maria De Fátima De Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Ensino; Leitura; Escrita; Gênero Conto; Sequência didática
• Palavras-chave em Inglês: Teaching; Reading; Writing; Short story genre; Didactic sequence
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75202

In view of Brazilian reality of school failure with regard to reading and writing, the task with textual genres/ discursives is characterized as essential for increase the reading competence of learners. Thus, it becomes one of the first ways to conquering readers, introducing them to the study and appreciation of the reading act and, consequently, the written’s production universe. This practice is an established literacy initiative, relevant to transforming beginners readers into proficient readers. Considering this perspective, we chose to constitute as an object of investigation / intervention the short story, a textual / discursive genre that, because it is constituted by a short narrative, of a simple plot, it can allow the students interest in reading, the learning of the full mastery of its compositional elements, and the achievement of its communicative purpose and social function. For that, we will seek support in the Bakhtin’s interactional and dialogic conception. Herewith, this current task has as objective to analyze reading and short storie’s production in a class of 9th year of Elementary School of a public school in the city of Sertãozinho, Paraíba, through the execution of a Didactic Sequence. The theoretical contribution that justifies this research is composed of scholars who deal with reading and literacy as Freire (1989), Soares (2003), Kleiman (1995) and Solé (2008), the scholars who base the conceptions of idiom/ language and discusses the textual / discursive genres, Geraldi (1997), Koch (2002), Bakhtin (1997/2010, 1995), Marcuschi (2008), Antunes (2006, 2010) and Passarelli (2012), who guide the steps of teaching and correction of writing productions, as well by authors who guide the task with the didactic sequence Dolz, Noverraz and Schneuwly (2004). Furthermore, it’s based on the reflections contained in the official documents, the “Diretrizes Curriculares Nacionais para a Educação Básica”, e da “Base Nacional Comum Curricular” (BNCC), among others, are also considered. The methodology used was based on an action- research of qualitative nature, with a descriptive/interpretive character. The data collection was based on reading practices and written productions within the classroom, ranging from the diagnostic activity, which consisted of producing a short story about the application of the teaching modules and the last production. Thereby, the corpus of the research is composed of the analysis of nine productions carried out in each stage of the research, the initial and final productions. After the analysis of data, we verified the work with the didactic sequence reached significant results, which demonstrate that the proposal of intervention made with the reading and the production of the stories exceeded the limits of the classroom.