Produção de texto escrito: intervenção estratégica junto a alunos de um programa de correção de fluxo.

Abstract

In this dissertation, I present a study on teaching-learning of writing in a correction program flow from a proposed pedagogic intervention. Research objectives were (i) analyze (s) the conceptions of writing and teaching-learning of writing this (s) in didactic projects and tests in the program's reference; (ii) describe the contributions of complementary activities orientation for production of text written on the performance of students in the program reference; (iii) reflect on the contributions that research can bring, in relation to teaching-learning of writing in teacher education. The study falls within the LA, within qualitative paradigm of basic descriptive-interpretive. The registers were obtained in a class Acelera Brasil, a public school located in a municipality of agreste, in 2009. In this context, sought to correct the flow of students from 25 students aged between 11 and 14 years, from 2th to 4th year of elementary school who were lagging in terms of learning. The theoretical framework is constituted by the social interactionist notion of text production (BRONCKART, 2006, 2007, 2008) and the notion of didactic sequence (SCHNEUWLY; DOLZ, NOVERRAZ, 2004). These results indicate that (i) the commands to produce text in the didactic Projects in the written tests and instructional program's reference point to the predominance of a traditional methodology of teaching writing that is at the service of a practice of writing intended to be evaluated for the linguistic, rather than issues relating to text size and gender; (ii) the complementary activities, based on notions of gender and conditions of text production, favors a bond student producers with a real communicative situation , whose effect was felt mainly in the thematic content of his productions; (iii) the contribution of research to the collaborators resulted in the involvement of students in the writing activity, signaling not only skill of writing with respect to the subject content, but also in raising self-esteem, minimizing the situation of exclusion faced in the correction process flow, and the socialization of school teachers among by the program.