Infraestrutura geral e mecanismos enunciativos em relatos de memória produzidos por alunos do ensino fundamental

Abstract

The researches dedicated to the teaching of text production, especially developed in the field of Textual Linguistics, have been fruitful due to their relevance to language teaching, that is, to the development of Linguistics and its application in the teaching of mother tongue, a more attentive look has been given to the contents and activities that currently have sought to improve students' reading and writing skills. Following this trend, the Portuguese language teacher should be attentive to these new guidelines and rethink their practice, seeking strategies of teaching appropriate to what the most current language conceptions propose. Thus, this research aimed to analyze the writing skills of 6th grade students from a municipal school in Teresina/PI, with a view to optimizing the learning of the writing of the memory report genre. The theoretical basis was based on the studies of Textual Linguistics and the text analysis model of Sociodiscursive Interactionism (ISD), proposed by Bronckart (2009). In addition, Koch (2003, 2006, 2014a, 2014b), Koch and Elias (1998), Bakhtin (2011), Bezerra (2017), Dolz, Noverraz and Schneuwly (2009), Marcuschi (2002, 2008), Rojo (2005), among other authors. In the methodological field, we opted for qualitative, apllied, descriptive and field research. The corpus of analysis was composed of thirty texts in which four categories analysis (Sequence, Author's Voice, Logical Modalization and Appreciative Modification) were applied. The results of the research showed that the main difficulties of the students who composed the corpus were: textual productions with narrative sequences without depth, absence of anchoring by anchoring (when descriptive sequences were analyzed) and texts with few expressivity marks. On the other hand, all students maintained the narrative focus in the first person and used the logical modification in their texts. We hope that this study collaborates with the production of relevant knowledge that contributes to guide teachers who work with textual production, taking into account the need to have a methodology in the school that includes textual refactoring, since by reviewing what they wrote and rewriting their texts, through difficulties pointed out by the teacher in a systematic way, students will be able to organize their texts better (reshaping ideas , replacing words or adapting the language to the situation demanded by the context), perfecting its textual productions. In order to help the teacher and the student in this rewriting process, we elaborated a proposal of intervention, in the form of Didactic Sequence, based on the main difficulties pointed out during the research.