Uma análise das contribuições de mapas conceituais na reescrita e na retextualização de contos no 9º ano do ensino fundamental.

Abstract

This research aims to analyze the contributions of conceptual maps in the rewriting and retextualization of tales in the 9th grade of Elementary Education, firstly, through the discussion of the functions and structure of conceptual maps, as well as the concepts and purposes of rewriting and retextualization; then, through the development of rewriting and retextualization activities, using conceptual maps and, finally, through the description of the procedures and the contributions of the tasks of rewriting and of retextualizing, analyzing the mappings of concepts produced by the students. The theoretical framework is based on rewriting and retextualization, especially in the discussions of Marcuschi (2001), with regard to conceptual maps, in Novak and Gowin (1984) and Moreira (2010) and in respect of meaningful learning, in Ausubel (2000). The investigation and the collection of the corpus were carried out in the Elementary and Middle School of Teodorico Teles de Quental, located in Crato, state of Ceará. 40 conceptual maps were produced by 20 students. Among them, we selected 4 for analysis. This is a research-action and has a quantitative-qualitative approach. Based on the analysis, conceptual maps contribute to rewriting and retextualization, allowing a wider understanding of texts read, organization, hierarchization of information and perception of main and secondary ideas, thus contributing to a meaningful learning. Therefore, it is relevant to discuss the contributions of conceptual maps as strategies to rewrite and retextualize tales.