A escrita do 9º ano do Ensino Fundamental: elaboração de revista como motivação para o exercício da multimodalidade textual

Abstract

Analyzing the lack of motivation of 9th grade students at Joaquim Felício dos Santos State School, located in the city of Diamantina, Minas Gerais, for writing at school, and that this practice is linked to socially relevant communication goals, we proposed a pedagogical intervention that in this study, it describes actions and analyzes the results of a proposal that intends to contribute to develop written skill and motivation at school. Activities will be applied with the purpose of producing a magazine, with the probable discursive genres: reader’s letter, chronicle, opinion article, advertisements, culinary recipes, in addition to multimodal texts. Inductive and collaborative methods will be used in this ethnographic research. At the end, the result of this process will be inserted, which we intend, through registration, to ascertain, prove and explain. We believe that, by stimulating writing, we encourage the autonomy of our students in the creation, understanding to your training as a citizen, since you will be able to make your discursive choices and argue your ideas, also collaborating in your exercise as a citizen. The theoretical framework was preponderant for the survey of studies already carried out by renowned authors, such as: Antunes (2009), Bakhtin (1992), Cagliari (1989), Faraco (1996), Gil (2006), Koch (2018), Rojo (2009), Solé (2009), among others. We believe in the relevance of this research to education, as it may encourage discussions and methodological changes in the teaching-learning process