Retextualização de gêneros escritos a partir de criações lexicais: práticas pedagógicas possíveis no ensino fundamental.

Abstract

Our purpose with the present work is to suggest teaching practices that involve activities of reading, understanding and production of written textual genres, highlighting retextualization as an indispensable strategy for reading and producing different textual genres, proposing theoretical-methodological subsidies applicable to retextualization practices in Elementary School II, from the adoption of lexical creations. To this end, we have as a product a Pedagogical Notebook with guidelines and activities to be developed in the classroom, aimed at this level of education. We will make use, to compose the proposals of activities, texts of varied genres, and of circulation in the series of the second cycle, following the suggestions of the National Curricular Parameters of Portuguese Language (2001). It is important to consider that retextualization activities contribute to the development of students' communicative competence. It is also understood that the study of lexical creation phenomena constitutes a way of expanding and enriching its lexical content. This proposal is based on studies by marcuschi (2010), Dell'Isola (2007), Koch and Elias (2015), Correia and Almeida (2012), Carvalho (1984), among others, no less important.