Ensino de escrita: a carta de reclamação além da sala de aula.

Abstract

In this thesis we aimed to describe and analyze aspects related to the methodology used for writing learning and on the agency of texts’ subject-producers. The theoretical framework, from interdisciplinary nature, is composed by concepts arising from the language field, with genre approaches, socio-rhetorical (BAZERMAN, 2006; 2011 and MILLER, 2012) and socio-discourse interactional orientation (BRONCKART, 1999, 2008), and from the teaching and learning field with the concepts of contextualized learning (CASTANHEIRA, 1991) and motivation (TAPIA and FITA, 2003). This is an action-research, developed with 2nd year high school students, from a state school in Campina Grande-PB. The analysis corpus consisted of complaint letters from three subjects and their responses to a semi- structured interview. We describe the initial condition of the students' writing, then, the didactic intervention implemented and, finally, we investigated the students’ performance in relation to the pragmatic production context and its materialization, from the examination of the letters’ rhetorical organization and enunciation positioning, stressed on the subjects’ voices and modalizations. The analyzes, based on responses to the interview, show that the subjects-producers understood writing as a way of interacting and/ or intervening on society through language, making them feel as agents through writing. The rhetorical organization of texts highlighted the use of movements that ensured the textual unit, with the usage of consistent arguments, what has demonstrated ownership of the genre’s communicative purpose. Another important aspect as a writing learning indicator it was the voices usage and modalizations in students' texts, showing the producer’s social place and his interlocutor, confirming the extension’s ability of relating linguistic to the pragmatic aspects.