O uso do gênero fábula para o aprimoramento da produção escrita no sexto ano do ensino fundamental

• Ano de defesa: 2016
• Autor(a) principal: Santos, Gilianne Vicente dos
• Orientador(a): Bonifácio, Carla Alecsandra de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Letras (Profletras)
• Departamento: Letras
• País: Brasil
• Palavras-chave em Português: Gênero fábula; Produção textual; Sequências didáticas
• Palavras-chave em Inglês: Fable genre; Text production; Didactic sequences
• Área do conhecimento CNPq: LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8912

The problematic involving the difficulty of text production on the part of students is being topic recurring discussions educational. These debates are generating new conceptions that enable an association more intimate between theory and practice, using the discursive genres as a framework for language teaching. With the support of a didactic sequence, the work with the genre provides subsidies for the improvement of language skills of the speaker. Thus, the objective of this research is to contribute to improving the skills writing students in the 6th grade of elementary school using a didactic sequence with the fable discursive genre. Thus, it was used as theoretical support the contributions of Bakhtin (2003), Marcuschi (2001), Koch (2002; 2004; 2006), Cavalcante (2013), with regard to genres, Travaglia (1997), Geraldi (1997) in with respect to the language, Dolz, Noverraz and Schneuwly (2004) with respect to the didactic sequence. Also served like a support, the guidelines of national official documents, like the PCN (1997-1998). This procedure was applied in a public school in the city of Curral de Cima - PB, in a class of sixth year of elementary school, to an audience of about fifteen students. Methodologically, this work used the written production of the students as support for their analysis. The students produced a first text that formed the basis for the diagnosis of its main difficulties in writing, so that from there, were elaborated intervention activities that sought to assuage them. In a final production, through the rewriting of the first text done by students, it was possible see a significant advance about their writing. With this action, was permitted to recognize as the fable discursive genre, in the proposed didactic sequence, could assist in the development of written production of the students.