Leitura e produção do texto no ensino fundamental: uma proposta de sequência didática para o gênero textual narrativa de enigma

• Ano de defesa: 2018
• Autor(a) principal: Mônica Brandão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais
• Palavras-chave em Português: Escrita Estudo e ensino; Gêneros textuais; Estratégia textual; Interação social; Produção de textos
• Link de acesso: https://hdl.handle.net/1843/LETR-B8FFYV

The theme of this research is reading and text production of narratives of riddles from a didactic sequence developed in reading lessons and text production, in Portuguese Language, for students of the 7th year of elementary school, to the development of language capabilities inherent in the textual narrative genre of puzzle. Sought, with this work, lessen aversion to writing and develop educational practices that promote the production of text. The overall objective of this study was to develop, apply and analyze a didactic sequence with focus on developing production skills of text from the textual narrative genre of puzzle. The specific objectives were: to verify to what extent the work with enigma narratives can arouse the pupils ' interest for reading activities and production of text; Verify that the following teaching can develop language skills; and check whether there are differences between the initial and final production. The research developed, mainly, from the theoretical contributions of the sociodiscursivo Interactionism (BRONCKART, 2003) and the concept of text, as proposed by Bronckart (2003) and Schneuwly & Dolz (2004). In addition to these theorists, this work was based also on Vygotsky (1998), with regard to the studies related to the concepts of mediation, and zone of proximal development. Methodologically, this work presents itself as a qualitative research, in which the analysis occurred through an initial and a final production, with the ultimate goal to check the acquisition of essential skills for the production writing and the evolution of learning as the vygostskiana development proposal. The analysis of the data showed that the work with the language, anchored in the methodology of teaching sequence enables the learning and development of language capabilities inherent in the genre of narrative enigma.