Retextualização de mitos e lendas: contribuições para a prática docente do 8° e 9° anos do ensino fundamental.

Abstract

The purpose aims to analyze and to describe the textual production practices in eighth and ninth classes from the basic education in a state public school from Petrolina city in Pernambuco, and the place occupied on it for the work developed with the retextualization from the textual genres legends and myths. The study conducted contains an applied, qualitative and quantitative nature. Then, with regard to the method, it is classified as an ethnographic research, since the researcher collected the data in real situation working to understand how the textual production practices happen in classroom, mainly with the routine genres from the learners’ life, for example the myths and the legends. From the 59 texts produced by the subjects of the research, it was analyzed a sample of 0 productions from the corpus collected with the aim to search subsidies for the production of a Proposal for Intervention to the Portuguese language teacher. In addition to the students’ texts, it was conducted the interview with a compliant teacher. As the theoretical input, we use as support the studies about the reading and writing processes in a socio-interactionist approach, based on the ideas from the Antunes. Koch and Elias (2011) and Geraldi (2012) which seems the most appropriate to the development of the interactive work in classroom, since that they consider the text as the basic unit of the teaching. The date analyzed demonstrated that the teacher’s conception about language contemplates, at the same time, a traditional and innovating approach, as long as it applies a teaching methodology from the grammatical concepts, but also through many textual genres. About the students’ texts, concerning to the retextualization process, the productions analyzed demonstrated that the students use effectively eight from the nine retextualization’ operations proposed by Marcuschi (2010), that involve the validity to work with this procedure for the development in classroom of the writing competence by the learners of the language.