Uma proposta de intervenção para a aquisição da escrituralidade a partir da obra Pollyana, de Eleanor H. Porter

• Ano de defesa: 2020
• Autor(a) principal: Santos, Veriana Emídia Medeiros de Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; Programa de Pós-graduação em Letras - Profletras Natal
• Palavras-chave em Português: contínuo de oralidade e escrituralidade; retextualização; Pollyana
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/55130

The project presented intends to elaborate a proposal of intervention for learning and acquisition of formal writing (cf. Koch/Oesterreicher 1990) in the Middle School period having as basis the book Pollyana by Eleanor Porter and analyse the addition (cf. Raible 1992) and that is, by all means, the expression of the semantical relations, on the data generated during the intervention, in order to prove the impact of the actions executed on learning and acquisition of literacy by the students. The body of this research is constituted by texts produced by the students throughout the course of these actions. The orality understood as an approximation to the I-here-and-now, and the formal writing understood as the establishment of a non-I, a nonhere, a non-now on the speech (cf. Koch/Oesterreicher 1990; Castilho da Costa 2017), constitute from the point of view of the Speech Traditions Model (henceforth ST) a continuous of writing realizations and genres that disseminates different linguistics varieties. By using activities of retextualization (cf. Marcuschi 2005) and that is the dislocation of writings in this continuous, it is aimed to give the students the contact with linguistics varieties as well as tradiotionalities (cf. Kabatek 2006) and ways to organize the texts of formal writing. In the first phase of the project, the intervention, a guide of reading and writing production was developed with activities of retextualization to be executed during and after the group reading of the book on screen. Such activities culminated in a complementary chapter of the book by the students. In a second moment, based on the semiautomatic annotation in the Tradisc program, the resources of joining in the textual productions before and after the intervention project were analyzed in order to assess the degree of impact of this intervention. In this evaluation, there was a dislocation of the students writing productions in direction to literacy as indication of learning and acquisition of the TD and linguistics varieties widespread on the book Pollyana. This study contributes for the teaching of Portuguese Language using theoreticalmethodological approach that uses questions related to writing and linguistic variation and the creativity of the speakers