A crônica como recurso pedagógico para o resgate das memórias em sala de aula: uma intervenção para o 9 do ensino fundamental II.

Abstract

The present research focuses on the importance of working with textual genres in the classroom from an interdisciplinary perspective, above all, because it allows the learner to relate the different uses of language and language to other dialogically constituted knowledge inside and outside school. One of these genres is the chronicle, taken here as a rich instrument for, through reading and writing, exploring the knowledge of a city, a people, a moment, among others, knowledge that is alive in the memory and history of a community. In this direction, the present research has as general objective to investigate how the interdisciplinary approach, crossed, above all, by the dynamics of the textual genres in the Portuguese language classes, can be used as a tool to discuss with students the linguistic, discursive and historical aspects that the texts contain. Based on this general objective, we list as specific objectives of the investigation: a) to present the contributions of the textual genres approach and interdisciplinarity to successful practices in Portuguese language classes; b) to describe the social role of the chronicle genre to classroom discussion about historical, discursive and social values that involve students, especially those from the town of Cajazeiras-PB; c) to propose a didactic sequence for Elementary School II students with a focus on interdisciplinary work from the chronicle genre. To develop it, we started with the contributions of Marcuschi (2008), Sá (2008), Dolz and Schneuwly (2010a), among others. As for the methodology, it is a basic, exploratory, bibliographic and qualitative research. At the end of the research, we advocate practices with the teaching of Portuguese language based on working with didactic sequences, a methodology that has been proven to be effective for the success of learners in the processes of reading andwriting. As a way of valuing the historical aspects of a locality and its memories, a didactic sequence was proposed whose background is to launch an interdisciplinary look through the reading and production of the chronicle genre in the classroom.