O processo de construção da sequência narrativa para alunos do 8º ano do Ensino Fundamental

Abstract

This research has as theme "The process of construction of the narrative sequence for students of the 8th year of elementary school", and aims to provide the improvement of the articulation of linguistic resources in the students' textual production, contributing to their writing competence through strategies of textual production that makes them capable of writing coherent and cohesive texts in order to organize their ideas according to their communicative purpose. To this end, we seek to understand students' difficulties in writing production and understand how teachers develop textual production activities in the classroom. We deepened the theoretical study on the writing process and the procedures and skills necessary for the production of coherent and cohesive texts, we organized a Didactic Sequence. The theme of the research emerged empirically, from the observation related to the difficulties that students of the final grades of elementary school have in organizing their ideas in a coherent way in writing and stems from the researcher's teaching practice. Thus, we conducted the research with students from the Santos Dumont Municipal School, using qualitative methodology, according to the ideas of Chueke & Lima (2012). The research techniques adopted were exploratory, descriptive and explanatory, punctuated by Gil (2006). As data collection techniques we used the focus group and questionnaire, for analysis we used the content analysis technique. The theoretical framework was built based on the ideas of Koch and Elias (2018), Antunes (2005), the Common National Curricular Base, BRAZIL (2017), Marcuschi (2008), Costa Val, (2004), Koch and Travaglia, (2005 ), Sartori (2019), Passarelli (2012) and Adam (2008), among others. We concluded by the manifestations of students and teachers that students do not feel safe or motivated to produce texts at school, they feel unprepared, they need more readings, more real experiences of writing and more guidance from the teacher. Teaching practice is not providing the support and follow-up necessary for the student to acquire writing competence, specifically coherent and cohesive. In this sense, we present, as contribution and product of the dissertation, a Didactic Sequence with suggestions of activities aimed at improving the students' text.