Banca de DEFESA: DANIELLA OLIVEIRA DE SANTANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DANIELLA OLIVEIRA DE SANTANA
DATE: 28/10/2025
TIME: 14:00
LOCAL: Remoto pelo Meet
TITLE:

Writing to Learn: A proposal for teaching the writing process in early literacy years

KEY WORDS:

Literacy; text production; procedural writing.

PAGES: 127
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The didactic of writing in the initial literacy years, given its specificity, have received considerable attention from researchers and teachers. This study emphasizes teaching proposals that focus on the procedural aspects of writing, which enables students to learn operations of planning, writing, revising/rewriting, and editing texts. Our goal is to analyze written textual productions of students at initial literacy years from a procedural and discursive perspective, aiming to identify signs of an emerging textuality and discursive competence in children's writing. In order to do so, we conducted an action research (Thiollent, 1986), a qualitative study developed through the application of three writing workshops in a 2nd-grade elementary school class in São Gonçalo do Amarante – RN, Brazil. To achieve this goal, we established the following specific objectives: i) to conduct writing and text production diagnoses, in order to describe the participants' prior knowledge about writing; ii) to identify the changes made by the participants at different moments of the writing process (writing, revision, editing); iii) to analyze the productions of different genres (recipe, reading recommendation, and personal narrative) regarding writing autonomy, textuality (cohesion/coherence and informativity), discursive knowledge (compositional/thematic adequacy), and spelling/writing system. This research is based on the dialogical conception of language and the concept of discourse genres by Bakhtin (2016); on studies about literacy and the alphabetic writing system (AWS) by Ferreiro and Teberosky (1989), Soares (2018, 2022), and Morais (2012); on discussions about literacy in a discursive perspective by Smolka (2012), Abaurre, Fiad, and Mayrink-Sabinson (2013), and Goulart (2019); on contributions from textual linguistics by Geraldi (2011), Costa-Val (2006), Antunes (2005, 2017), and Dolz, Gagnon, and Decândio (2010); and on proposals for procedural writing instruction by Calkins (1989), Jolibert (1994), and Passarelli (2014). The results indicated that the group's writing autonomy remained stable throughout the three workshops. In aspects such as textuality, writing system, spelling, and discursive knowledge, we observed that the changes made by the participants resulted in improvements in the mentioned aspects, although these improvements did not occur with the same frequency and regularity in all texts. Thus, we conclude that 1st and 2nd grade students, when guided, modify their texts during the writing process, indicating that teaching to plan, revise/rewrite, and edit can contribute to the development of linguistic, textual, and discursive competencies.

COMMITTEE MEMBERS:
Presidente - 1673309 - SULEMI FABIANO CAMPOS
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externo à Instituição - DANIELA EUFRÁSIO - UNIFAL-MG
Externo à Instituição - JOSEVAL DOS REIS MIRANDA - UFPB