O gênero relato de experiência vivida: estratégias teórico-metodológicas para o ensino na educação básica

Abstract

The application of textual production of teaching methodologies from the genre notion, has been one of the topics of greatest interest of linguistics in recent research focused on the language of instruction. From this context, this work was developed in order to study the genre lived experience report, analyzing the compositional structure of genre and educational outlining proposals for the final grades of Primary Education through the didactic sequence procedure, intending to strengthen methodological proposals contained in the National Curricular Parameters for Portuguese Language (PCN). For the development of strategies, come up analysis from diagnosis made in a municipal school in Teresina-PI, in which the data were collected through a textual production in that genre, an interview about social movement activity of textual productions made at school and textbook analysis adopted in the class in which the samples of the research were collected. From these data, many weaknesses in genre incorporation were observed, and the need to make the practice of textual production in school an activity socially located. In this reality, we see the necessity to strengthen and systematize strategies that enhance the diagnosis and intervention, as well as social movement of goods that are object of study and textual practice in school. In support of diagnostic and interventional proposals, this study is guided by the dialogic perspective of language , basing on the socio-discursive genre approach , having as theoretical support the disposed gender concepts in Bakhtin (1997 ); Adam (2011 ) and didactic transposition indicated by Dolz e Schneuwly (2013 ) and adapted by Costa Hübes e Simioni (2014); in socio-discursive interactionism discussed by Bronckart (1999 ), in genre studies aimed at teaching developed by Marcuschi (2010 ), among others. This research emphasizes the lack of textual production of teaching from the notion of genres starting from the social spheres to the classroom. Through this study , we seek to propose a practice that starts from the fact that the motivation for writing should permeate the outlook socio-interactional proposals by contemporary linguistic studies in which genres arise from concrete achievements of communicative situations and in this case, students start from their personal experiences, their realities, remembering significant events in their lives that will be reinterpreted in writing and exchange of experiences, since writing is motivated by a real situation of interaction.