Resumo:
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.
