Ensino de escrita e retextualiza??o no processo de aprendizagem dos alunos do ensino fundamental da educa??o de jovens e adultos

• Ano de defesa: 2015
• Autor(a) principal: Nascimento, Viviane de Ara?jo
• Orientador(a): Pereira, Marli Hermenegilda
• Banca de defesa: Pereira, Marli Hermenegilda, Alencar, Patr?cia Vargas, Rodrigues, Gerson, Ribeiro, Patr?cia Ferreira Neves, Roberto, Mikaela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Letras
• Departamento: Pr?-Reitoria de Pesquisa e P?s-Gradua??o
• País: Brasil
• Palavras-chave em Português: Escrita; Oralidade; Letramento; Retextualiza??o; G?neros textuais
• Palavras-chave em Inglês: Writing; Orality; Literacy; Gender textual
• Área do conhecimento CNPq: Educa??o
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/2288

This research aimed to implement and develop a proposal for a pedagogical intervention focused on the development of the writers skills of students through retextualization process, the transformation of oral production to the written text. The research has some specific objectives: conceptualize genres and establish some relations between then and the Portuguese-speaking education; to present the concepts of retextualization and didactic sequence and to reflect about the process of literacy education of young students and adults (EJA). The agents of this research were students of the 8th grade of elementary school of Youth and Adult Education in a public, state school, located in Nova Igua?u. A didactic sequence was based on methods from the authors Schneuwly and Dolz (2004), consisting of workshops which had as initial production an oral testimony about "The neighborhood problems". The oral testimony was transcribed and passed through stages of adjustments and rewriting with interventions of the teacher researcher to reach the final production in the genre reader's letter. The development of this didactic proposal was extremely important in view of the great deficiency in writing skills presented by students of the EJA. The objective was to verify if the activities developed in the didactic sequence promoted the development of youth and adult writing skills. Based on the importance of the Portuguese Language teaching be developed by a methodology that has the central focus the work with genres in literacy events as proposed by the National Curriculum Parameters (PCN), we sought theoretical support in the studies of authors such as Bakhtin ( 1992), Marcushi (2001; 2008), Dell'isola (2008), Schneuwly and Dolz (2004), Koch and Elias (2014), Soares (2002), Kleiman (1995) among others that study this theme. As a methodological support, the work was based on a qualitative analyses, and?action research? as the type of research, a line of investigation that leads us to examine social relationships and obtain changes in attitudes and behaviors of the subjects.