Gavetas textuais: escrita coparticipativa sob o viés das narrativas de enigma

Abstract

This research was focused on the teaching of Portuguese language in elementary education. We seek to study the language in a sociointeractional perspective and our objective investigate the contributions of an innovative courseware, with focus on the puzzle narratives and gamification strategies (principles of the games) in the consolidation of narrative skills. We analyze the practices of reading and textual production of a municipal school Arcos MG, through a questionnaire to students of 7th grade and observing their written productions, more specifically, narrative texts. We also evaluated through a questionnaire, the practice of 17 (seventeen) of public school teachers in relation to the text and courseware used. The results presented by questionnaires led the design and implementation of intervention proposed in this study, and theoretical research on the discursive fields, genres and text types, among others. Thus, we developed a courseware, the "Drawers textual", a kind of toolbox used to work the narrative elements. This action research was justified by the need to ensure the work outlined in the genres through which the student has the possibility of (dis)(re) build, through play, the puzzle genre features. As a methodological expedient, wasbased on the Phenomenology, considering the school context, the public, the socio-historical actions and implications of the proposal, the nature not only descriptive but also observational. We note, by comparing the initial results with the final production, the insertion of gamification and "Drawers textual" along the production of Enigma Narratives, could meet considerably the shortcomings identified in writing, since this kind of narrative involves more the less experienced reader and motivates you to read and write.