Retextualização: da oralidade para a escrita na perspectiva dos multiletramentos.

Abstract

In recent decades, the contributions of linguistic science to the teaching of the Portuguese language have been very productive, but the practice in the classroom does not fully meet current demands. This is because methodological actions often follow the traditional design, resulting in fragmented learning. Thus, the objective is to investigate the practice of retextualization from the perspective of multiliteracies, with a view to its contribution to the teacher's pedagogical work. Therefore, the specific objectives are: to outline a theoretical path addressing the contributions of Textual Linguistics to the study of text; encourage the use of retextualization as a methodological tool for reading and textual production; present the pedagogy of multiliteracies as theoretical support and its contributions to Portuguese language classes; highlight the relevance of textual genres in teaching and learning and produce a pedagogical notebook involving the retextualization process in the light of multiple literacies for teachers in the Final Years of Elementary School II. The research found support in the contributions of Textual Linguistics, considering the retextualization process from orality to writing, from the perspective of multiliteracies. For this, it was considered, mainly, the theoretical contributions of: Travaglia (2013); Koch (2000); Costa Val (2008); Marcuschi (2008, 2010); Dell'Isola (2007); Rojo (2009) and Rojo; Moura (2012). With regard to the methodology, this is a bibliographical research, inserted in the exploratory field and with a qualitative approach, which had as it final product the presentation of a pedagogical notebook with three retextualization workshops from speech to writing, from the perspective of multiliteracies. In this sense, the research in question is justified by contributing to the theoretical­methodological practice of public school teachers in the final years of Elementary School II, and by involving students in a multiplicity of texts, in real production situations, including their prior knowledge, values, cultures and beliefs. Thus, there is also the desire to share knowledge and experiences, experienced in the Professional Master's Degree Program in Letters ­ PROFLETRAS, in order to improve the teaching of the Portuguese language, mediated by the current concepts of interaction and language that permeate the school universe.