O ensino da escrita de gêneros textuais na perspectiva da teoria histórico-cultural
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Data
2019-06-27
Autores
Rinaldini, Lucas
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho teve como objetivo apresentar uma organização do ensino da escrita de gêneros textuais a partir da teoria histórico-cultural como proposta metodológica que contribua com a prática do professor em sala de aula. Nesse processo, buscamos concorrer para o desenvolvimento da linguagem escrita dos alunos tendo como objetivos específicos a organização da atividade de ensino e estudo necessárias para a apropriação da noção do gênero textual biografia de forma ludo-pedagógica, colocando os alunos como sujeitos ativos desse processo de modo que pudessem perceber, com a ajuda do pesquisador, a necessidade da escrita em situações comunicativas específicas. A aplicação da intervenção formativa nessa pesquisa se deu pautada nos pressupostos da teoria histórico-cultural, fundamentada no materialismo histórico-dialético e foi realizada com sujeitos de 4º ano de uma escola pública municipal de ensino fundamental da cidade de Birigui/SP tendo dois momentos. O primeiro se deu a partir de observações em sala de aula durante o primeiro semestre de 2017. O segundo momento ocorreu com a participação de oito sujeitos desse quarto ano em encontros semanais com o pesquisador, de agosto a dezembro do mesmo ano. Nesses encontros, foram aplicadas atividades planejadas e direcionadas pelo pesquisador de forma a proporcionar aos alunos condições de elaborarem textos biográficos tendo como finalidade sua exposição para a comunidade escolar. Durante esse processo, verificamos as necessidades que os alunos ainda têm de se apropriarem da modalidade padrão da língua portuguesa. Constatamos que atuação do pesquisador junto aos alunos corrigindo-os e direcionando-os em seu processo de escrita foi fundamental para a elaboração do gênero textual proposto. Assim, podemos afirmar que a pesquisa intervenção formativa realizada de forma coletiva e histórico-cultural nesse trabalho expôs as possibilidades de transformação da escola pública engendrando nela práticas de um ensino mais significativo tornando-a mais humanizadora e menos submissa às arbitrariedades do sistema capitalista.
This work aimed to present a teaching organization of textual genres writing based on historical-cultural theory as a methodological proposal that brings contributions to the teacher practices in the classroom. We seek to contribute with the students process of written development language, having as specific objectives the organization of the teaching and study activity for the appropriation of biographical notion of textual genre in a ludo-pedagogical way and placing the students as active subjects of this process, in which they could perceive, with the help of the researcher, the need for writing in specific communicative situations. The application of formative intervention in this research was based on the assumptions of historical-cultural theory, based on historical-dialectical materialism and was carried out with subjects of a 4th grade of a municipal public elementary school in the city of Birigui/SP, having two different moments of intervention. The first was based on observations in the classroom during the first semester of 2017. The second moment occurred with a participation of a 4th grade subjects in weekly meetings with the researcher, from August to December in the same year. At these meetings, the activities were planned and directed by the researcher in order to provide students with the conditions to prepare biographical texts with the purpose of exposing them to the school community. During this process, we verified the needs that the students still have of appropriating the standard modality of the Portuguese language. We found that the researcher's performance with the students correcting them and directing them in their writing process was fundamental for the elaboration of the proposed textual genre. Thus, we can affirm that the formative research intervention carried out collectively and historical-cultural had exposed the possibilities of transformation of the public school, engendering in it practices for a more meaningful teaching and making it more humanizing and less submissive to the arbitrariness of the capitalist society system.
This work aimed to present a teaching organization of textual genres writing based on historical-cultural theory as a methodological proposal that brings contributions to the teacher practices in the classroom. We seek to contribute with the students process of written development language, having as specific objectives the organization of the teaching and study activity for the appropriation of biographical notion of textual genre in a ludo-pedagogical way and placing the students as active subjects of this process, in which they could perceive, with the help of the researcher, the need for writing in specific communicative situations. The application of formative intervention in this research was based on the assumptions of historical-cultural theory, based on historical-dialectical materialism and was carried out with subjects of a 4th grade of a municipal public elementary school in the city of Birigui/SP, having two different moments of intervention. The first was based on observations in the classroom during the first semester of 2017. The second moment occurred with a participation of a 4th grade subjects in weekly meetings with the researcher, from August to December in the same year. At these meetings, the activities were planned and directed by the researcher in order to provide students with the conditions to prepare biographical texts with the purpose of exposing them to the school community. During this process, we verified the needs that the students still have of appropriating the standard modality of the Portuguese language. We found that the researcher's performance with the students correcting them and directing them in their writing process was fundamental for the elaboration of the proposed textual genre. Thus, we can affirm that the formative research intervention carried out collectively and historical-cultural had exposed the possibilities of transformation of the public school, engendering in it practices for a more meaningful teaching and making it more humanizing and less submissive to the arbitrariness of the capitalist society system.
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Palavras-chave
Escola, Teoria histórico-cultural, Língua Portuguesa, Gêneros textuais, School, Historical-cultural theory, Portuguese language, Textual genres