Do oral para o escrito: retextualização do causo no 8° ano do ensino fundamental.

Abstract

This research presents an analysis of the retextualization of the oral text to the written text, based on textual production activities proposed to students in the 8th grade of Elementary School of a public school in the Municipal Education Network. It is a theoretical construct on the praxis of the retextualization process of the oral genre causo for written texts, addressing the pragmatic bias of transformation from one genre to another, demonstrated in the movement of conceptual interaction between genres, aiming at optimizing writing, in the development of support material for Portuguese language classes. Through this analysis, we sought to investigate whether an intervention proposal focusing on the retextualization of the oral text into the written one, from the causo genre, could optimize the student’s written production since this genre is part of their experiences in their cultural and social habitat. It is field research, with a participant­type qualitative approach, in which the researcher observed and acted systematically during the activities developed during the application period. Four texts out of twenty that were retextualized in the classroom were taken as a corpus. The texts were analyzed in light of the postulates of the nine retextualization operations presented by Marcuschi (2010). In addition to Marcuschi, the work was based on studies by Antunes (2013), Koch and Elias (2014), Scheuwly & Dolz (2013), and Carvalho and Ferrarezi Jr. (2018) by the theoretical approach taken on the nuances of the socio­cultural context of the learner, allowing greater interaction with the textual genres circulating in society, ringing them closer to the cultural and traditional memories of their environment. At the end of the research, it was found that most of the retextualization operations were used by the students, thus proving a systematization of writing in line with the effectiveness of the work based on the line of interactionist discourse, relevant in this process of Portuguese Language classes, which culminated in the proposal of a Pedagogical Notebook with models for the retextualization of oral texts for texts written in the classroom.