Aquisição, desenvolvimento e apropriação da escrita por alunos do Ensino Fundamental I (5º ano): caminhos e descaminhos

Abstract

Many are the challenges of a child until it can learn the writing code. This is a slow learning and for some, the learning process stretches more than expected. This was the reality found in a class of elementary school I of a public school in the municipality of São Gonçalo do Amarante: students aged between 11 and 15 years who were promoted by the school until reaching the 5th grade without being able to perform activities of any kind and therefore very resistant to the proposals initially submitted to them. In this context, we have chosen as a general objective of this research, to analyse that possible language actions can promote the resignification of the PL teaching, with out-of-range and non-literate students, through a writing proposal focused on social practices. The literacy project was the didactic model (TINOCO, 2008) chosen for judging the most appropriate for the analysis in question. In order to achieve this general objective, we work towards the following specific objectives: i) to identify the learning needs of written language evidenced in students' "writing mistakes"; ii) to explain the paths and ways that we and our students face until we reach the most appropriate choice of social practices involved in the research; iii) to verify the contribution of the literacy project to the re-signification of PL (Portuguese language) teaching. Together with them, we set as a goal the production of their autobiography, which was written step by step through audios, interviews, self-portraits, stories read about their idols for personal inspiration, timeline, taking advantage of all the possibilities that a literacy project always affords. This research is theoretically based on literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; TINOCO, 2008; OLIVEIRA, TINOCO; SANTOS, 2011; STREET, 2014) for the acquisition of written language (CAGLIARI, 1991; FAYOL, 2014; KOCH, 1995; LEMLE, 1987; MASSINICAGLIARI,1997) and in textual linguistics (MARCUSCHI, 2008; KOCH, 2011). Methodologically, this study is part of Applied Linguistics (MOITA LOPES, 2006). It is a qualitative and documentary research (THIOLLENT, 1986). Our understanding, based on the analyzes carried out, is that despite some "misunderstandings" to which we are subjected in any practice, there are ways and these are only possible when we are willing to act collaboratively, becoming teachers and students, effective agents of literacy (KLEIMAN, 2006; OLIVEIRA, 2010).