SILVA, Pedro Alves da.; http://lattes.cnpq.br/0415492914842612; SILVA, Pedro Alves da.
Abstract:
The present work, entitled "textual production in fundamental teaching: for the right to
word," seeks to reflect expose and / or evidence writing as relevant social practice,
as well as ascertain the problems surrounding textual production practices in
elementary school, watching -if the educational work carried out in two schools
belonging to the public school teaching (Municipal). We jut the functional importance
of the school in the writing processing for language development and social relations
of individuals as well as detach its role as a mediator instance skills development
inherent in the written production. Was used, and a theoretical referential, a camp
research in order to detect the main difficulties presented by the students in the
production of texts, considering also the didactic and pedagogical work of the teacher
for this activity within the contexts of public education. So this research, of nature
exploratory, qualitative and applied had also, in order to diagnose and categorize the
main learning difficulties detected in the text productions written of the two classes of
students in 9th grade of elementary school from two public schools the state of
Paraiba. After this diagnosis, an intervention performed with the intention to
establish, through the following teaching procedure, the production of teaching
written text, if well designed, studied and applied result in effective results. For this,
the theories defended by Schneuwly and Dolz (2013), were of paramount importance
for the realization of this moment. Based on studies, it infer that most students face
difficulties in exposing their ideas, because, among other reasons, do not have the
habit of reading and that are exposed to inefficient writing practices. But when
performing a job that improve student writing, done in a planned manner, before,
during and after the process, the practice of textual production writing becomes more
significant for those involved in this process. The didactic sequence could provide
students their right, indeed the word.