Carta do leitor no ensino fundamental: apropriação de elementos do gênero e de estratégias linguísticas da sequência argumentativa

Abstract

This work has as its theme the text production from the study of gender card reader, is delimited to 8th graders from a public school in the municipality of Santo Antonio de Lisboa-PI. The developed thematic looking suit the research area of Profletras Reading and Textual Production: diversity and teaching practices. The problem that has on the theme: the text production activities contemplated by textbook give enough support so that the student can effectively appropriate the production of gender card reader? Therefore, the hypothesis is that working the genres using as a resource only the textbook may not be sufficient to allow students to take ownership of a genre. The construction of research, the overall goal is constituted to investigate the appropriation of the genre reader letter in schools. More specifically: a) characterize the genre drive letter; b) verify the treatment that the textbook give the genre drive letter; c) recognize the structural and linguistic elements of the genre reader letter in the textual productions of the students made from the activities suggested by the textbook; d) to propose a didactic sequence as work methodology focused on gender drive letter. The research is justified among other reasons, to treat the work with gender letter as genre circulating in society and there is a constant need and interest of students in the production of the same, and is indicated by the NCPs as kind to be worked on second primary school cycle. The theoretical basis underlying the research part of Bakhtin studies (1997) and Bronckart (2003) for the study of gender in socio-interactionist perspective of language. Also has the theoretical apparatus to discuss textual and argument sequence, Adam's ideas (2011), Koch (2011), Reboul (2004), among others. And as a theoretical and methodological support in the study and composition of the proposed intervention, the research Dolz, Noverraz and Schneuwly (2004) and Costa Hübes (2008 and 2012). At the end of this research we can see that the approach on the drive letter, made by textbook for text production and subsequent appropriation of the genre, it was not appropriate for some items that make up the gender structure as the vocative, the Referring to read field, the final salutation, beyond the limitation on the use of characteristic linguistic elements of the argument sequence as the argumentation operators and significant presence of other sequences as narrative and expository text that was instructed to construct the argument sequence thus fitting the appointment of an intervention proposal for further work with their LD and gender drive letter.