A produção de texto escrito na escola pública: um estudo de caso

Abstract

This dissertation comprises a study inserted in the universe of the Portuguese Language classroom, focusing on teaching-learning of writing and text production. Its general objective is to understand how the teaching and learning of writing process happens in a 9th grade class. More specifically, the research seeks to know how the teacher works with the production of written text in the public school, to understand the connections between planning and class development , as well as the interactions between the teaching strategies and the students' productions. The theoretical perspective adopted is based on the Bakhtinian language approach, which sees it as a dialogical and ideological element built in the interactions between the subjects. In a qualitative-interpretative way, the research has as corpus data generated by non participant observation, analysis of writing productions performed by students during the time we were in the classroom, as well as didactic sequences produced by the teacher. Those sequences and developed with the class in the fourth and last term of 2014 school year, at a public school in the capital of Bahia. The results of the research show that there is a planning of the writing productions to be carried out with the students, revealing that the teacher contemplates the writing production of different genres, through diverse didactic strategies, which demarcate the communicative situation of each text, as well as their social uses, which are anchored in official guidelines, such as the production of a narrative-argumentative text based on the theme of Enem 2013: Effects of the implementation of the dry law in Brazil and the writing of an open letter addressed to a member Of the school community in which students exposed their point of view on a student environment theme that could be improved. In addition, the production of a discursive issue from the Gestar module, a material used as a textbook, was still contemplated. The process of teaching and learning of writing production occurs in a contextualized way, since there is a production of readings and analysis of motivating texts that offer the students a dialogical space of learning about the subject in question, as well as the construction of arguments that can be used in the writing of the texts, seeking to meet the social demands of the students. The results obtained in the research can help teachers to reflect on the need for writing production to be in the classroom and how the planning of this tends to collaborate with the students' critical and ideological formation.