PEREIRA, M. C.; http://lattes.cnpq.br/0300555045682379; PEREIRA, Mikaelly Cabral.
Résumé:
This research purpose to reflect on the relevance of the work with the retextualization
in the textual production of new genres. The theories that support it, are mainly based
on the studies developed by Soares (2010), Marcuschi (2001), Dell'Isola (2007),
Fiorussi (2003) and Kleiman (2010). As far as the methodology is concerned, it is a
bibliographical research, based on books, dissertations and academic articles, under
a qualitative approach. When it comes to the universe of research, it is directed to
readings about the process of retextualization, literacy, textual genres, cords and
storytelling. Through the studies carried out, we could perceive the importance of the
process of retextualization, in the perspective of literacy, for the development of
orality and writing, through the textual genres, in the classroom. This is presented as
a process of acquisition of knowledge and construction of new texts, in which not only
the explicit theme in the text, but also the previous knowledge of each student that
can enrich their understanding must be considered. In addition, it allows the students
to expose their experiences and artistic expressions, in a spontaneous and
pleasurable way as the act of retelling, listening and inventing. In order to contribute
to the pedagogical practice of the teacher, with regard to the work with orality and
writing, we made a proposal of intervention, to be presented to teachers of the 6th
grade of elementary school, through the retextualization of orality for the writing of the
textual genre cordel for storytelling, through a practice of literacy.
