O meu lugar: estudo da habilidade escritora no microespaço-tempo sala de aula

Abstract

In this research, we discussed the relationship between the development of the ability to write and the poem as a genre in the classroom’s micro space-time. This research was carried out with 21 students in the 6th grade, class "A" of elementary school, aged between 10 and 12 years, in the Municipal School Professor Zuza - Natal / Rio Grande do Norte. We pursue to show the capability of the students to develop and advance their writing skills, since they are driven in situations of learning, which were intentionally structured and planned for this purpose. Our objective is to investigate the development of writing skills in the classroom’s micro time-space, mediated through Collaborative Research, through the process of conceptual elaboration and writing poem as a genre. We used as a theoretic referential the researches and studies of Vygotsky (1991, 2008) and his followers, for whom the development of the teaching-learning process is built in the relationship of the individual with his sociocultural environment and his interaction with other people; the methodological principles of qualitative approach – Bogdan and Biklen (1994) and Ludke and André (1986), – by considering their relevance in this work, once it allow us to examine the empiric field and provide potential data to help us clarify the object of study and the Collaborative Research – Ibiapina (2007, 2008, 2009), Ibiapina and Ferreira (2011), Ferreira (2007, 2009a; 2009b), Magalhães (2009), Magalhães and Fidalgo (2011), Liberali (2011, 2012), among others –, given their importance as regards the mobilization and contribution to the emancipation of the participants, particularly, in the production of writing and the development of other parlance – Bakhtin (2010), Koch e Elias (2011); Marcuschi (2008), Moisés (2008); José (2003), Altenfelder e Almerim (2010), Goldstein (2012) among others. This is a study that is justified by the emphasis on the development of writing skills and the student’s personality. We conclude that the students were able to advance in their writing skills and develop habits and skills of collaboration and participation, which points to the prospect of continuity of learning.