Uma experiência de letramento com o gênero relato pessoal na formação leitora e escritora de alunos do 9º ano

Abstract

This study arose from the finding that there is a large number of elementary school students from the Escola Estadual Timóteo Lisboa Guerra who have difficulties in reading and writing, and the need to develop proposals to help alleviate these problems. To achieve this purpose, it relied on the contributions of Koch and Fávero (2000), Celani (2000), Moita Lopes (1996), Soares (2003), Rojo (2009), Koch (2003), Elias (2018), Bakhtin (2003) and Marcuschi (2009), Foucault (1992), Lima (1986) Lejeune (2008), Köch, Marinello and Boff (2012), and Dolz, Noverraz, and Schneuwly (2004), among other contributions that we used as a theory for the development of this study. The investigative work is justified due to the identification of students who reached the 9th grade with reading and writing problems, in order to lead them to the development of their reading and writing skills and to enhance their personal experiences. We start from the hypothesis that working with the personal report genre, through a didactic sequence, can help students' literacy. The methodology used was that of action research given its interpretative and interventional character, and with a qualitative approach, considering that our interest was to deepen the literacy of the personal report genre. For data collection, texts produced by the students were analyzed for a diagnostic survey of the difficulties presented, which pointed to the need to develop a specific work with reading and writing, focusing on linguistic, orthographic and literacy aspects of the personal report genre. The Educational Intervention Project (PEI) was consolidated through work activities with a didactic sequence, through the textual genre personal report, in a different perspective, with the realization of textual production workshops of personal reports by the modules: recognizing the gender; dialoguing with gender; producing the genre; rewriting the genre, and organizing a storybook. Based on the comparison between the results of the diagnostic activities and the activities of the PEI, we observed an advance in the comprehension skills and textual production, mainly regarding the personal report genre, which allowed us to reflect on the importance of promoting literacy practices in the school.