Estratégias para desenvolvimento da escrita no ensino fundamental I: capacidade discursiva em foco

Abstract

This work was based on an action research project (THIOLLENT, 1986) titled “Strategies for writing development in Fundamental School I: discursive capacities at issue”, whose main objective is to investigate the language capacities to be promoted with Brazilian 5th-grade students (10 year-olds) who are in diverse stages of their literacy development (in the sense of initial reading and writing instruction). To achieve this goal, a pedagogical resource was created in order to foreground the development of language capacities in writing practices. This resource generated the classroom’s writing yearbook, containing students’ written pieces of text genders approached throughout the school year. The present work is grounded in the Text Linguistics theoretical framework, drawing on the thoughts of Koch and Elias (2021) and Antunes (2019), as well as in Bronckart’s (1999) interactionist socio-discursive framework and Soares’s (2021) proposal for initial reading/writing instruction associated with relevant social literacy practices, besides Ferreiro and Teberosky’s (1995) assumptions on the Psychogenesis of the Written Language. The monitored writing technique (SANTOS, 2015; PINTO, 2021) also guides our theorical contribution. Official guiding documents, such as the National Curricular Parameters – PCN (2007), the National Curricular Basis – BNCC (2017) and Juiz de Fora’s municipal curricular proposal offered analyticalsubsides for the construction of the pedagogical notebook. The pedagogical activities were developed in the format of didactic sequences (DS) focused on text genders, as proposed by Dolz, Noverraz e Schneuwly (2004), seeking to consolidate initial reading/writing instruction through the use of language in social practices. This dissertation also draws on Thiollent’s (1986) methodological guidelines for action research. The final work is composed of this theoretical text and the Pedagogical Notebook, which presents the practical development of our pedagogical intervention, anchored in the research’s theoretical framework. The classroom’s yearbook, which is the project’s final product, highlights the importance of integrating meaningful reading and writing situations into the pedagogical practice, drawing on and expanding students’ previous knowledge, allowing them to use the new knowledge in real-life situations, in a legitimate process of literacy development. Data analysis has indicated that students began with introductory levels of action, discursive and linguistic-discursive capacities in their language use, and achieved consolidated levels, showing the efficacy of associating initial reading/writing instruction and meaningful literacy practices.