Produção textual do gênero carta do leitor no ensino fundamental

Abstract

It is notoriously difficult that many students have to produce texts in different school stages. This difficulty is usually more sharping when it comes the order of texts to argue, in which we can perceive a weakness in the linguistic-discursive repertoire and organization of ideas in time to present its opinions and present arguments to defend them. Therefore, this study has as its theme text production from the genre reader’s letter, delimited the students of the 6th year of a municipal school in Teresina-PI, originated this problematical and on the assumption that it is necessary to consider the didactically practices teaching genres of various discursive fields wide and continuous basis so that it can provide students a better ownership of their structural characteristics, linguistic and functional throughout school life. The choice of genre reader's letter was given by his predominantly opinionated character, by oportunizar work with social movement genres in schools and thus promote the use of situated and significantly language, and to be present today in some textbooks 6th grade. As theoretical apparatus we support on studies of Bakhtin (1997) and Bronckart (2003) for the study of genre in sociointeractionist perspective of language, Adam (2011), Koch (2011), Charaudeau (2014) to support in as the argumentative language and typological sequences, Alves Filho (2011) as a theoretical support on the structure and aspects involving the production process of the reader's letter, among other contributions. For the analysis of the difficulties of writing related to genre, it was raised a corpus composed of 22 (twenty-two) productions in which we could observe a limitation on skills that involve the structure of the letter, organization of ideas and use of argumentative operators. Leading us to realize that the students have the ability to write argumentative texts, however, it is noticeable the need that you have to improve and expand this knowledge, therefore, the teacher, providing the development of appropriate linguistic and discursive skills to communicative purposes varied, mostly for the argumentative skills through activities that encourage students to contact with the various social writing practices.The research results confirm the importance of teacher mediation at work with genres, particularly with regard to the development of linguistic competence in opinion texts in our case, the letter of the reader, as we see a need to intervence appropriately in difficulties present in the students’ texts and complement the activity of the textbook in order to better the specificities of the genre. Thus, the indication of a proposal of this intervention in this study is presented as a model, adjustable to specific realities, which is intended to assist in teaching of the genre reader’s letter, while it is an indicator that is possible and necessary to intercede with based on previously identified problems.