O trabalho com a produção textual escrita no 9º ano do Ensino Fundamental II: uma proposta de intervenção na perspectiva dos multiletramentos.

Abstract

This work aims to make a study on the insertion conditions of (multi)literacies in classroom practices as a didactic way of dealing, as it is today, with the new media and technologies, facing the need of adaptation to what is new in the school context. With this, it is recognized that it is more than a necessity the adequacy of teaching, a practice that envisions the systematization of learning in relation to the responsibility of social-communicative interaction. In this logic, when dealing with language dynamicity, we also refer here to the indispensable attributions of the text as a compositional requirement of written and generic language, addressing, above all, the structuring and textual use made for the fulfillment of the interaction. Thus, from what was pointed out, theories that characterize writing (textual production process) by its representativeness with singular value in the context of the interaction between man and man and man with social environment are discussed, especially considering the functional side of textual / discursive genres as assiduous models of modern communication. Based on this, theoreticians are listed as references in the literature to expose strategies and knowledge focused on the performance of the (multi)literacies practices (from society to school), thinking about their effectiveness that occurs (almost) always through writing, since literacy has its usefulness concretized in some genre. Therefore, the authors who base the research are: Soares (2012), Kleiman (1995; 1999), Rojo (2015), Bakhtin (1992, 2003), and Antunes (2003); Koch and Elias (2012), among others that reflect on the practice of teaching Portuguese Language, thinking about the condition of the man as a a being of languages formed from society and for society. For this, the work is organized by a methodology of qualitative approach, of a bibliographic type, and basic nature. With this, the work is focused on a pedagogical proposal for Portuguese Language teachers, in the perspective of (multi)literacies in the school context. Among the subheadings listed in this research, as a reference for the dynamics of the proposal reported at the end, it is discussed the specificity of the chronicle as a requirement responsible for narrating the facts of daily life. Therefore, the research is directed to the interests of teachers, in the pedagogy and didactics of the monitoring of Portuguese language teaching thought to / from the social practices performed by individuals.