Banca de QUALIFICAÇÃO: LECY RAIMUNDO DA SILVA

MEMORIES: A TRAMPOLIM FOR THE WRITING

Writing as process. Text production. Genre Memories.

Being the grafocentric society and being organized around the word, reading and writing skills are essential for the individual's insertion in the world of systemized knowledge. It is perceptible the negative view of many students when the subject is the textual production, in view of the disinterestedness of the students to produce texts. The act of writing is seen as an imposition, a negative burden that generates the presupposition of obligation and virtually no contentment. Therefore, the teaching practices that involve writing must conform to the guidelines of the educational proposal in force in the country in order to emphasize the development of students' writing skills. In this context, based on the development of writing, the genre of literary memories is widespread in classrooms during the period of the Portuguese Language Olympics. This research aims to focus on the genre of memories from another point of view, in which it considers the affective remembrance of the students themselves, using it as an instrument to sharpen the pleasure of writing, because when writing about a theme or something that is known, writing flows too lighter and more satisfactory way. In addition, attaches to the grammar, in the course of the didactic sequence, a complementary function to be used as a function of the text and the adaptation to the specific characteristics of the proposed genre. The general objective is to investigate how the genre of memories can contribute to the development of students' writing competence, based on a pedagogical intervention proposal that emphasizes writing as a process of text construction. The specific objectives are: 1) To analyze the process of written production of students from the genre memories. 2) To identify linguistic and grammatical difficulties (spelling, punctuation, verbal and nominal agreement) presented in the written production of all versions of the text; 3) To analyze the rewriting activities of the original text; 4) To compare the textual productions after the rewriting to observe the possible advances. The methodology is anchored in action research, in which it was held a pedagogical intervention in which pupils produced texts, by means of didactic sequences - DS, in both situations, the first production (Original text - OT) for initial analysis and the second production (Final text - FT) for analysis and final evaluation of the writing process of students of the 6th grade of the Municipal School Pedro de Azevedo Maia, located in the city of Barcelona/RN.  As theoretical, the study is based on theoretical assumptions of Bakhtin (2002), Geraldi (2003, 1993, 1996), Kato (2003), Marcuschi (2008), Passareli (2012), Travaglia (1996), Antunes (2007), Dolz; Schneuwly (2004), Le Goff (2003) Thiolent (1996), among others.