Enunciados de produção textual no ensino fundamental: uma análise das condições de produção.

Abstract

In this monographic work, we had as main objective to analyze the statements of the activities of textual production proposed by teachers of classes from the initial years of Elementary School. In order to improve our knowledge on the treatment of writing, on the statements of activities and textual production, and more precisely on the conditions of textual production, we are theoretically grounded in this study in Lino de Araujo's (2014) (2008), Beth Marcuschi and Leal (2009), Bezerra and Reinaldo (2014), Antunes (1998), Reinaldo (2007), Menegassi and Fuza (2007), Dolz and Schneuwly (2004), Bronckart (2003), Marcuschi (2003), Alves (2014), Koch and Elias (2009) and Geraldi (1993), among others. The research is of qualitative and quantitative nature and had as corpus six statements of activities of textual production constructed by four teachers of the municipal network of Campina Grande who participated in the Extension Course "Didatization of Textual Genres in Primary Education". The data of the study show that there is a lack of clarity on the part of teachers about what are the conditions of textual production (why to write, for whom, the social sphere of circulation, gender to be defined, etc.) and its importance To work with writing at school. Five (5) of the six (6) statements analyzed demonstrated the lack of explanation of the production conditions of the texts. The results reveal the need for teachers to orient their practices and, consequently, students' writing activities, based on the parameters that constitute the production conditions, allowing students to know, understand and use textual genres consciously and appropriately to the students. Interaction situations in the social practices in which they participate.