Lendo e produzindo resenhas na escola: da perspectiva do gênero discursivo e da revisão recursiva

Abstract

The present dissertation is situated in the field of studies of textual production in school and uses the reading and production of reviews as a way of supporting the teaching of language and textual production from the discursive genres, and the review as a resource of production, from the perspective of writing as a process, through an intervention proposal. This work consists of two fundamental parts: the first, memorialistic, presents the human being and the researcher behind the research, his teacher training course and the context of the place, time and people in which the intervention project was born. The second presents a study of language teaching and its resources in textual production and a proposal for intervention in the production of discursive genres to reflect a possible contribution of recursive review in the qualification of writing based on the teaching of review through a didactic sequence. Therefore, starting from the choice of the review because it is a discursive genre that has important social functions according to Goldstein, Louzada, Ivamoto (2009) and Melo (2003), this work was based on the conception of writing as a process (OLIVEIRA , 2010) and the result of social interaction (FIAD, 2006), in the treatment of the review as a resource for production (GARCEZ, 1998), in the reflection of the dialogic aspect of the text from Bakhtin (2003) and Antunes (2003), in the perspective of literacies practices observed by Soares (1998), Kleiman (1995) and Brian Vincent Street (2014), in the exposition of the review from the perspective of linguistic analysis from the studies of Geraldi (1996 and 1997) and in the basis of language teaching through the discursive genres defended by Bakhtin (2003) and Marcuschi (2008).