Reinventando o conto literário: uma estratégia para formação de leitores e escritores proficientes

Abstract

This research was realized with the objective of answering if the work based on lecture and (re) writing strategies with the short story genre contributes to the acquisition of writing skills, and has as main purpose analyzing the pedagogic practice turned to the development of the reading proficiency and writing skills of the short story genre of 7th grade elementary school students. Specifically, we sought to (i) explore the theorical knowledges, inherent to the acquisition process of proficiency reading skills and (re)writing of literary tales; (ii) diagnosed problems in the lecture comprehension and provide a targeting in the production of short story texts of 7th grade elementary school; (iii) explore cognitive and metacognitive lecture strategies; (iv) analyze the short story genre characteristics and the textual elements involved in the enunciation of the activities of its production; (v) elaborate an interventional action in the parameters of the Didactic Sequence (SD), proposal by Dolz and Schnewly (2004); (vi) propose activities to the development of proficiency reading skills and the (re)writing of literacy tales and, (vii) evaluate the results of the interventional action with the application of written text production. The theoretical foundation was based on studies of Bakhtin (1981), (2000) and (2011), Gerhardt (2012), Koch (2006), Kato (1999), Kleiman (2002-2013), Dolz and Schenewly (2004), and more. The method was an action research approached in qualitative way with grounded activities in the parameters of the Didactic Sequence. The results allowed to achieve the hypothesis of an experience mediated by strategies with reading and (re) writing of a literacy tale as a pedagogical practice can contribute to the consolidation of students writing skills through a systematized and well planned work, aiming to the integral development of the student and that the reality reflection, as part of the pedagogical practice, enables work capable of promoting the full insertion of the student in the globalized world.