A vivência da escrita na carta de leitor: possibilidade de prática social pela linguagem

• Ano de defesa: 2018
• Autor(a) principal: Flávia Elisa Vargas Chamon
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Letramento; Gêneros textuais; Escrita; Produção de textos; Carta de leitor Escrita significativa Leitura Letramento Práticas de ensino Uso social da língua
• Link de acesso: https://hdl.handle.net/1843/LETR-AZRKZ8

The students' resistance to writing in school has been verified in several academic studies. The present work is based on the hypothesis that this refusal is associated with the production of texts that do not envisage significant writing and social use of the language. To contribute to this theme, the present work aims to analyze the development of a literacy project involving the reading of texts from the journalistic sphere and the production of the reader's letter genre, anchored in the theoretical assumptions of authors such as Bakhtin ([1992] 2011 ), Soares (1998), Travaglia (2009), Rojo (2004, 2015), Kleiman (2010, 2014), Antunes (2003, 2010) and Alves Filho (2011). The methodology used was qualitative (LÜDKE, ANDRÉ, 1986 and BORTONI-RICARDO, 2008) and the methodological tools used for the composition of the corpus were initial questionnaire, field diary annotations, set of reading activities and interpretation of journalistic texts, texts produced by students (in their different versions) and final questionnaire. The data collection was carried out in a 7th grade class of Elementary School of a public school of the municipal network of Contagem. The results indicate that the students appropriated the conditions of production, circulation and reception of the texts of the journalistic sphere, especially the reader's letter, the focus of this work. They also demonstrated the comprehension of the communicative purposes of this genre and also of the effects of meaning that result from the linguistic choices. These results were obtained from activities that favored the working language and the significant writing, besides proposing the text as object of study and teaching.