O gênero crônica em sala de aula: uma proposta de escrita para alunos do 7º ano do ensino fundamental

Abstract

This dissertation aims to present an intervention proposal in order to assist in the writing training of 7th grade elementary school students. From the analysis of the manual of the professor of the collection, Singular & plural: reading, production and language studies, 7th grade, by Balthasar and Goulart (2018), our object of study, we developed a set of propositional activities, based on the reading of four chronicles, namely, “Como é que se escreve?”, Clarice Lispector, “Assalto”, Carlos Drummond de Andrade, “Para sempre”, Luís Fernando Veríssimo and “O peido”, Rubem Fonseca, because we consider it necessary supplementation related to textual production. That students write chronicles and understand the need for reading for the development of their writing competence is part of the strategies offered to the teacher, in order to supplement the textbook. For the theoretical part we were based in Antunes (2003, 2005, 2017), Antunes (2012, Candido (2004, 2011), Ferreira (2021), Freitas (2004), among others. The proposal for intervention was based on the didactic sequence of Dolz, Noverraz and Schneuwly (2004). For its elaboration, we adopted the principles of action research (THIOLLENT, 2009), since the problem of reading and writing teaching has the involvement of teachers and students. In view of the above, we hope to contribute to the teachers in the sense of reflexively conducting their students for the importance of carrying out didactic actions that promote a teaching of the Portuguese Language based on daily school practices, showing ways to improve the writing of these students through the approach of chronic gender.