Contos escolares, contexto de elaboração, coerência textual e verossimilhança: uma análise de produções escritas por alunos do 9º ano do ensino fundamental

Abstract

This research, "School Stories, Context of Elaboration and Textual Coherence: an Analysis of Productions Written by 9th Year Elementary School Students", presents short story productions with the purpose of analyzing the textual coherence of these productions in 9th year classes. With this work, we seek to answer the following question: Which pedagogical, textual and content strategy(ies) will provide 9th grade students with more equipment to produce a short story, above all, taking into account the relationships of textual coherence? Text production strategies were used with the aim of recognizing more effective short story production methodologies to work with students' writing. The focus of this research was to analyze the context and the process of sustaining textual coherence in the stories written by the students. In this way, we sought to analyze the context of elaboration, as well as aspects of external and internal verisimilitude that support coherence in the narratives. To this end, we started with the application of guidance activities for text productions in the psychological and horror story genre, adopting four different strategies, in order to identify which of them the students showed the best progress or the most functional in textual production, discussing pedagogical specificities and themes. The theoretical support that supported this research was formed by studies by Terra and Pacheco (2017) on the understanding of short stories in the classroom, as well as the characteristics and structures of short stories by Rector (2017); Koch (2006) contributed to the analysis of the meaning of the text, focusing on textual coherence; Bastos (2001) addressed coherence in school narratives; D'Onofrio (2003) explored text theory and conceptions of verisimilitude; Antunes (2003) emphasized the meaning of the text, while Gancho (2002) dealt with the analysis of narratives and their contributions to verisimilitude. Todorov (2017) was important for understanding fantasy literature. Koch and Elias (2006), as well as Koch and Travaglia (2022) discussed the conceptions of textual coherence. Cosson (2021), Marcuschi (2008) and other theorists, in addition to articles, theses and dissertations, also served as the basis for this research. The methodology adopted in terms of approach was qualitative and quantitative in nature and in terms of type it was exploratory, descriptive, field, documentary and bibliographic in nature. The corpus of this study was composed of four text productions, carried out by 9th grade students during classroom workshops. These activities were developed in a public school located in the municipality of Floriano-PI. The results revealed that of the four methodological strategies used, the fourth was the one that most favored the development of students, according to the objectives proposed by the research. In the latter, Guided Text Production, the students, after having gone through three pedagogical strategies, demonstrated better performance. They understood the context of the proposal and demonstrated coherence between parts of the text, creating stories and conveying credibility in their productions. As a product, we present workshops with pedagogical strategies that offer support to teachers to improve their classes using text production methodologies in the short story genre, whose objective is to help students in the final years of Elementary School develop text production skills. of the horror and psychological tale genre.