Resgatando os fios da memória: produção do gênero memórias literárias

Abstract

Given the diversity of today's society, we recognize the primordial need to rethink Portuguese language teaching considering constructing knowledge that consolidates expressive work with the mother tongue. Within this perspective, this research has emerged with the overarching aim of developing students' oral and written competencies and skills for producing the discursive genre of literary memoirs, as a means of promoting and/or strengthening bonds of belonging to their place of origin and facilitating intergenerational contact. The specific objectives established include: proposing a Didactic Sequence that addresses the development of students' oral and written skills and competencies; contributing to the enhancement of students' writing through textual productions of the literary memoirs genre; employing linguistic resources and mechanisms necessary for the process of retextualization in constructing the literary memoirs genre; collaborating with students to create a book of literary memoirs and develop a pedagogical notebook. To construct this discursive genre, interviews will be conducted with family members and/or other members of the community in which the student resides (individuals with more life experience and older individuals) as a means of promoting and/or strengthening bonds of belonging to their place of origin and facilitating intergenerational contact. To support this work, we utilize the didactic sequence model presented by Dolz, Noverraz, and Schneuwly (2011), researchers in the field of mother tongue teaching for knowledge construction and the use of genres in social interaction. Throughout this process, we draw upon the studies of Marcuschi (2010) and Bakhtin (1999, 2011) regarding genres and retextualization; Candau (2021), Hall (2003), Le Goff (1990), Bauman (2005), Pollak (1992), Aragão (1992), and Oliveira (2015), scholars who address the construction of identity and memory; Canuto (2010), who emphasizes the importance of genres in acquiring reading and textual comprehension skills; Ferronato (2007), who highlights the significance of interaction between the author, the text, and the reader, among various other authors who have contributed to shaping these ideas, providing a theoretical framework for this work. Methodologically, this work, in its implementation, will take the form of action research from Thiollent's perspective (1986) and present a qualitative approach to the data grounded in the studies of Lüdke and André (2013). Our didactic proposal was developed with potential application in the 7th-grade class of Elementary School in a municipal school located in the municipality of Campo Redondo/RN. To conduct the activities, we utilized some texts written by students from the second stage of Elementary School in public schools in Brazil for the Teacher's Notebook (final publications) as the main evaluative instrument of the Public Policy Program known as the Portuguese Language Olympics - Writing the Future, which aims to work with the literary memoirs genre. Thus, we understand that teaching Portuguese language through discursive genres, specifically literary memoirs, can contribute to the improvement of textual production, as it will be possible to expand the student's knowledge regarding the structural, linguistic, and socio-discursive characteristics of this genre, while simultaneously motivating them towards reading and writing practices. Additionally, it will enable the student to enhance their discourse, allowing them to effectively engage in communication situations across various social spheres they partake in.