O papel da interatividade na escrita de textos entre alunos brasileiros e moçambicanos: estudo do gênero carta pessoal

Abstract

This thesis is in the concentration area of Languages and Literacies, specifically focuses on reading and text production: social diversity and teaching practices. The overall objective is to demonstrate the effectiveness of writing personal letters with social function of interaction, for the development of writing skills on students of 9th grade in the State School Washington Xavier Mendes in Itamirim District, Espinosa, Minas Gerais, Brazil. Specific objectives include (i) to explore knowledge related to language´s social interactions; (ii) highlight the importance of teaching Portuguese language from genres; (iii) explain the linguistic performance of students in the writing of genre personal letter in order to gain knowledge of the genre; (iv) develop interventional proposal in order to contribute and improve the linguistic performance of students in text writing, through the study and production of genre personal letter and explain the linguistic and motivational performance of students in the writing of genre personal letter done in the classroom with the social function of interaction. From a theoretical point of view, this work is part of an applied linguistics field. It is planned to answer the following questions: is it possible to improve the performance of writing texts for student in the final grades of elementary schools from the work with genre personal letter? What is the role of social interaction in text production? To demonstrate the effects of social communication action practiced from genre personal letter and to assess the importance of interaction in textual writing process, a plan was developed in several stages, according to "didactic sequences" as proposed by (DOLZ, Noverraz and SCHNEWLY, 2013), which focuses on the application of reading strategies and textual production. The objective for interventional research came from the observation that students are motivated to write, however, they show difficulties in developing writing skills. The hypothesis is that writing situations are created in which the fact of interactivity become effective and they would feel much more motivated and tend to overcome language problems. The understanding is that the effort to write well can be stimulated in students from the proposed exchange / interaction with foreign students, fostering the development of skills in text production, as students understand its use. Preliminary results show significant improvement in the performance of student’s text written in gender personal letter, motivated by the objective to write for a real reader.