Ensino de leitura e produção de textos no ensino fundamental: processos de retextualização de lendas

Abstract

This study aims to analyze the contributions of a theoretical and methodological intervention guided the inter-relationship speaking and writing in textual genres to solve a style interposition problem in textual productions that aims to advance a nearby discursive conception of speech for closer writing language form. To carry out this intervention study, applied a reading and writing project of legend genre through textual sequences that contemplates discursive, compositional and linguistic aspects, based on the operations of retextualization proposed by Marcuschi (2010) and his conception of text genres starting from continuous speeching and writing, for the treatment of problematcs presented. After the implementation of the presenting intervention with students of the 6th year of elementary public school, the corpus for analysis, divided into two categories: the first concerns about the selection of 22 essays produced in the first version, and the second refers the choice of 22 retextualizated essays in the final version, after the intervention with the aspects raised in the project. Through comparative data analysis, it was observed a significant advance of the final version to the first with regard to adequacy of the prototypical narrative sequence of the genre chosen, from Adam (2011) study, in reasoning of the accosted operations above, particularly the 8th operation on the reorganization of the topics of the texts in order to suit the text production gender and discursive situation related to the public sphere of communication by producing a book for circulation in the school library, determined by the project. For this reason, it is pointed out textual production that consider the relationship speaking and writing taking into account the perspective of inter-relationships between speech and writing defended by Marcuschi (2010), as well the retextualization operations as means to understand this relation and contribute to the development of skills needed for the adequacy of the genre to the communicative situation.