Análise de textos narrativos escritos por alunos da comunidade rural de Massaranduba, Ceará-Mirim/RN: "A história contida" de sujeitos da experiência

• Ano de defesa: 2024
• Autor(a) principal: Leandro, Elaine Cristina Gomes de Lima
• 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: Texto narrativo; Escrita; Sujeitos da experiência; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/60097

Nowadays, students tend to occupy their time on social media or with digital games, in order to spend a large part of their lives in entertainment and fun through the virtual world, thus failing to enjoy moments that can be remarkable in their lives, whether in a positive or negative way. For this reason, the students were encouraged to report and write narrated events from their daily lives, transforming them into writers of their own experience. Our general objective is therefore: To analyze the effects of language activities on the production of narrative texts resulting from a writing practice based on the constitution of subjects of experience. The specific objectives are: to identify linguistic-discursive marks indicating writing style in narrative texts produced in the 7th grade classroom; to propose teaching practices for writing narrative texts, based on creative language activities that consider the story contained within, expanding the possibilities of writing; to interpret, based on language, discursive traits that may show the emergence of creative writing, above all, highlighting the experiences of the subject who writes. This research was carried out at the Escola Municipal Professora Maria Bernadete Barbosa, Massaranduba, Ceará-Mirim/RN, by students in the 7th year of elementary school, who had the practice of writing narrative texts. In order to outline the structural and sequential aspects, elements and moments of the narrative that are so recurrent in textbooks, for example, we used the studies of Franchi (1987), Geraldi (1997 and 2011) Larrosa (2014) and Possenti (2002) as our theoretical and methodological references. Finally, the language activities for writing narrative texts allow students, through their practices as subjects of experience, to be able to compose characteristics and statements that are around them, in their daily lives, beyond the school environment, and thus they can be able to identify and narrate the stories of which they are an integral part. Therefore, due to the intervention process, we decided to develop an educational resource in accordance with the text proposal mentioned in the methodological field of this research, which aims to inform teachers of the existence of narrative writing strategies to encourage students to write more, so that teachers will have material available to complement Portuguese language teaching in the sphere of language.