A condução de informações em resenhas de obras literárias produzidas em turma do 9° ano do ensino fundamental em uma escola do município de Teresina-Pi

Abstract

The approach of textual genres in the teaching of language in the classroom provided a greater articulation of knowledge, expanding the repertoire not only linguistic, but cultural of the subjects. With this, the teacher has the task of offering students a linguistic and cultural development focused on social practices, in various communicative situations. Thus, the school begins to have the function of a language teaching based on the needs of users and their interlocutors according to each demand of discursive community. Thus, this work aims to investigate how information is conducted in reviews of literary works produced by a student of the 9th grade of elementary school, from a municipal school of Teresina/PI and literary literacy. The theoretical foundation was based on the study of gender, in the Socioretorical approach, used especially by authors such as Miller (1984), Swales (1990), Carvalho (2005), Silveira (2005) and Bazerman (2005), as well as in the rhetorical framework proposed by Swales (1984), called Creating A Research Space (CARS) model, for the analysis of rhetorical movements, developed by other authors such as Santos (1995), Hendges (1996), Biasi-Rodrigues (1998), Motta-Roth (2002) and Bezerra (2001). Regarding the teaching of the Portuguese language in the classroom, especially the practices of reading and text production, theorists such as Antunes (2003), Soares (2016), Petter (2008), Sim-Sim (2007) were used. In the methodological field, we opted for qualitative-quantitative, basic, exploratory/descriptive and field research. The corpus of analysis will consist of twenty-two (22) texts, through which we will seek to describe rhetorical movements. The research generated results that provided theoretical and methodological support, which provide scope for reflections and dialogues for teaching practice regarding the linguistic development of students in training related to information conducting strategies allied to conventions that guarantee communicative effectiveness in interaction through reviews of literary works. Finally, an intervention proposal will be presented as an alternative suggested to the teaching work of systematized application for the development of writing skills linked to the perspective of socioretorical genres and reading and writing theories addressed in this work.