A referenciação como estratégia para aprimorar a produção escrita: uma proposta de intervenção a partir do gênero boletim informativo no 7o ano de uma escola estadual de Simões Filho

Abstract

This formation memorial presents the critical analyzes and the reflections, as well as describes and reports the activities developed around the didactic intervention project "The reference as a strategy to improve the written production: a proposal of intervention from the newsletter genre in the 7th year of a state school of Simões Filho ", developed in the context of the Professional Master in Literature. This project consisted in the study of referencing as a discursive activity in the newsletter genre. The partners of the project were students of the 7th grade A, of the Rector Miguel Calmon State College, located in the neighborhood of Ponto de Parada, in Simões Filho. The development of the work took place in a conception of teaching and socio-interactional learning, therefore, in a dialogical view of the language, in which the interaction is constitutive of the process. The basal principle in the course of the research was to work with the perspective of the process of reference, in which the referential construction in a text is a discursive activity. In addition to this perspective, another fundamental assumption was that a statement is not produced outside a genre, and that a genre is constituted beyond its structure, since it is a discursive construction. The activities were organized in a didactic sequence model, whose theoretical assumption is that the appropriation of a gender occurs around learning objectives that take into account spiral learning. Methodologically, it is a research in education in which the process of reference in the study and in the production of the newsletter genre focused. The methodological path of qualitative research was ethnographic. As a result, the instruments used were characterized by being objective and subjective: conversation wheel, questionnaire, participant observation, structured activities of reading and text production. Diagnostic activities were carried out to make it possible to construct the student profile, identify themes and problems of textual production, as well as define the genre to be worked on. On the other hand, after the work with a didactic sequence, comparative analyzes were carried out between the first production and its rewriting, based on pre-established categories consistent with the writing process in a discursive perspective. As a result, the following stand out: greater attention regarding the referential progression with the use of relevant cohesive elements; Positive changes in the overall text plan, indicating that the students understood the compositional aspect of the genre; Need to broaden and diversify the theme to be developed; Understanding of the communicative purpose of the genre. With this, it was possible to affirm that the teacher; As the main mediator in the school, can, with the study of the reference, optimize the work with writing and textual production in the school environment, contributing to the teaching and learning process. The realization of the proposal showed that the success of the pedagogical doing depends, to a large extent, on the teacher training.